K-5 Toolkit
Greetings! Thank you for taking the time to review the 5-2-1-0 Goes to School Toolkit. 5-2-1-0 Goes to School is a program of Let’s Go! at The Barbara Bush Children’s Hospital at Maine Medical Center. We work with community partners as well as individual schools across the state, to support healthy eating and active living in the school community. The program is based on the following easy-to-remember message:
This toolkit contains strategies and resources to help you incorporate 5-2-1-0 into the school day. Each element of the toolkit was developed to address the unique interests of schools. The toolkit provides resources which support the school ‘champion’ and team members spearheading the program to engage school staff in implementing each of the 10 evidence based 5-2-1-0 strategies to increase healthy eating and active living in your school community. Our hope is that 5-2-1-0 Goes to School will help support schools in raising and educating a healthier generation of children. Please share any feedback, questions, or comments you may have with your local Let’s Go! contact by visiting the ‘In Your Community’ page of our website: www.letsgo.org. Sincerely,
Victoria W. Rogers, MD Director, Let’s Go! The Barbara Bush Children’s Hospital at Maine Medical Center
Richard Fortier, CHES Program Manager, Let’s Go! The Barbara Bush Children’s Hospital at Maine Medical Center
Heidi Kessler Senior Program Manager, Let’s Go! The Barbara Bush Children’s Hospital at Maine Medical Center
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Thanks to our 2014 Statewide & Local Sponsors Diamond Sponsor ($500,000 or more a year)
Platinum Sponsors ($100,000 to $499,999 a year)
Gold Sponsors ($50,000 to $99,999 a year)
Silver Sponsors ($25,000 to $49,999 a year)
Bronze Sponsors
Tides Foundation
($5,000 to $24,999 a year)
Let's Go! is a program of
4/14
Visiting Board of the Children's Hospital
Founding Partners:
Let's Go! is a program of
Table of Contents Tab 1: Introduction What is Let’s Go!? 5210 Every Day Poster 5210 Goes to School Program Overview Scientific Rationale for 5210 Frequently Asked Questions
Tab 2: Getting Started 5 Step Path to Implementation 5210 Goes to School Toolkit Announcing a New Partnership Letter Template Everyone Has A Role to Play in 5210 Goes to School!
Tab 3: 5210 Goes to School Resources 5210 Goes to School Presentations 5210 Challenge Sample Letter 5210 Challenge Letter Template 5210 Challenge Calendar Intercom Announcements: 5210 Trivia and Facts of The Day 5210 Original Song Lyrics 5210 Song: Eight Corners Elementary School Sample Language for Requesting Funds From Local Businesses Sample Letter to Businesses Resources for Free Promotional Materials Select Resources Healthy Favorites Tips and Recipes Booklet ( Insert )
Tab 4: Provide Healthy Choices for Snacks and Celebrations; Limit Unhealthy Choices. Provide Healthy Choices Nutritious Snacks Suggestions for Nutritious Snacks Classroom Healthy Snack Tally 5 A Day Bracelets Class Snack Program Class Snack Program Calendar Template I’ve been caught being … stickers: Printing Directions I’ve been caught being … certificates: Printing Directions Tried and True Advice for School Gardeners More Matters Fruits and Veggies Coloring Sheets Dried Fruit Fruits and Veggies Get your portions in proportion Making Sense of Portion Sizes Let’s eat for the health of it Choose MyPlate Brochure Choose MyPlate 10 tips to a great plate Choose MyPlate Coloring Sheets: Plate with food groups Plate without food groups ReadB4UEat! Nutrition and Technology Lessons LOCAL, STATE AND NATIONAL INITIATIVES March is National Nutrition Month® Hannaford Community Relations Donation Request Form PARENT HANDOUTS Eat at least five fruits and vegetables-a-day Go Foods, Slow Foods, Whoa Foods Healthy Kids’ Snacks Tasty Snacks for Healthy Kids Healthy Shopping On A Budget Hannaford: Resources for Families Understanding Food Labels Maine Seasonal Food Guide Non-Food Rewards at Home Continued on next page...
Table of Contents Celebration Letter to Parents Template Breakfast is Best What’s a Healthy Portion? The Fittest Food A Meal is a Family Affair
Tab 6: Provide Non-Food rewards. Provide Non-Food Rewards The Use of Non-Food Rewards in School
Consequences of Using Food as a Reward PowerPoint Using DDR as a Reward To have fruits and vegetables year-round, add frozen or Being Healthy and Moving More Activity canned How To Add Fiber To Your Meals Tab 7: Provide opportunities for Healthy Fundraising - What Schools Can Do children to get physical activity every Fuel Learning with Fruits and Vegetables day. Fuel Learning with Celebration Snacks! Introduction Please Give Nutriously Physical Activity & Academic Achievement Encourage Kids to Eat More Fruit & Veggies Physical Activity Clubs Three simple steps to eating more fruits and vegetables Quick Physical Activity Breaks Activity Cards Tab 5: Provide water and low fat milk; Incorporating Physical Activity into Classroom Lessons limit or eliminate sugary beverages. Activity Room Introduction Fun Ways to Be Physically Active Milk Taste Test StoryWalk™ Drink Your Milk Worksheet WinterKids 5210 Learning Relay Have a Drink Plan Worksheet NASPE Position Statement: Why using Physical Activity Make-Your-Own Sugar Bottle Display as Punishment and/or Behavior Management is For Growing Bones… Which Milk? Inappropriate Find the Sugar Word Find NASPE Position Paper: Recess for Elementary Students What’s In Your Drink? Six Alternatives to Withholding Recess as Punishment Water Posters Recess Rocks Program Fill Up Here! NASPE The Difference Between Physical Education and Refresh! Physical Activity Thirst Quencher NASPE Physical Education is Critical to Educating the PARENT HANDOUTS Whole Child Drink water and low fat milk; limit or eliminate sugary NASPE Quality Physical Education Resources beverages NASPE Physical Education Program Checklist Water Is Fuel for Your Body LOCAL, STATE AND NATIONAL Calcium Counts! INITIATIVES How Much Sugar Do You Drink? WinterKids Enlightening Facts About Juice All Children Exercise Simultaneously (ACES) Sports and Energy Drinks ACES Celebration Suggestions Think Your Drink Promoting Safe Bicycling and Walking to Students Milk’s Unique Nutrient Package A Safe Walk in Maine Fuel Learning with Milk, Cheese and Yogurt MaineDOT Walk and Bike to School Day Continued on next page...
Table of Contents Starting a walking school bus: the basics Bicycle Coalition of Maine and Maine DOT SchoolBased Education Programs Bicycle/Pedestrian Safety Education Presentation Request Take 10! Peaceful Playgrounds™ PARENT HANDOUTS Get one hour or more of physical activity every day Be A Safe Walker Be A Safe Bike Driver Rules for Motorists & Rules for Bicyclists Take It Outside!
Tab 8: Limit recreational screen time. Introduction Step Away from the Screen! Ways to Shake Up Your Routine Facts & Figures About Our TV Habit Out of School Activity Bags Healthy Activities for School Vacation! Active Video Games: Good for You? LOCAL, STATE AND NATIONAL INITIATIVES National Screen-Free Week We Can! Reduce Children’s Screen Time Log PARENT HANDOUTS Limit recreational screen time to two hours or less Promote Healthy Viewing Habits Unplugged! Take Control of TV and Other Screen Time Healthy Sleeping Habits
Tab 9: Participate in local, state, and national initiatives that promote healthy eating and active living. Healthy Dates to Celebrate Maine Dairy and Nutrition Council Complementary Program Strategy Grids Fuel Up to Play 60
Safe Routes to School
The University of Maine Cooperative Extension
(including list of local extension offices) WinterKids
Move and Improve (Students)
Tab 10: Engage community partners to help support and promote healthy eating and active living at your site. Engage Community Partners 5210 Presentation Script Activities That Involve Community
Tab 11: Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living. Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living. CDC Parent Engagement Guide 5210 Every Day! Announcing a New Partnership Letter Template
Tab 12: Implement a staff wellness program that includes healthy eating and active living. Healthy Employees are Happy and Productive Move and Improve (Worksite) Healthy Maine Works Staff Wellness Resources
Continued on next page...
Table of Contents Tab 13: Collaborate with Food and Nutrition Programs to offer healthy food and beverage options. The Role of School Nutrition Programs in Let’s Go! Build a Healthy Lunch Tray Poster 10 Things You Always Wanted to Know About Your School Nutrition Program But Were Too Afraid to Ask Smart Snacks in School Tips to Support Healthy School Meals Cafeteria as a Learning Lab Cafeteria to Classroom Connection Cafeteria-Sponsored Snack Program Fun Songs About Nutrition School Nutrition Newsletter “Snippets” Dispelling School Food Funding Myths Chapter 51: Child Nutrition Programs in Public Schools and Institutions Maine's Law Banning Food Ads In Schools
Tab 14: Coordinated School Health Program Maine’s Coordinated School Health Programs Using 5210 Strategies to Strengthen a Coordinated Approach to Health in Schools
Tab 15: Body Mass Index (BMI) Body Mass Index (BMI) Measuring BMI Measuring Height and Weight
Tab 16: Bibliography of Useful Research Articles Bibliography of Useful Research Articles How much do you know about the childhood obesity epidemic in Maine? The Obesity Epidemic and Maine Students Implementing National Recommendations
Tab 1: Introduction What is Let’s Go!? 5210 Every Day Poster 5210 Goes to School Program Overview Scientific Rationale for 5-2-1-0 Frequently Asked Questions
TAB 1 Introduction
In This Section
What is Let’s Go!? Let’s Go!, a program at The Barbara Bush Children’s Hospital at Maine Medical Center, uses a multi-setting approach to reach youth and families where they live, learn, work, and play to reinforce the importance of healthy eating and active living. The program is based on the premise that if families are exposed to the same health promotion messages through several settings, and if those settings have policies and environments that support healthy choices, they will be more likely to adopt or maintain the behaviors in their daily lives. The Let’s Go! multi-setting model is pictured below and includes the core principles of: Healthy Places Support Healthy Choices Consistent Messaging Across Settings is Essential Strategies are Based on Science & Recommended by the Medical Community
The Let’s Go! program interventions center on the use of the common message of “5-2-1-0”. These behaviors are supported by science and endorsed as recommendations by medical professionals:
Let’s Go! has identified strategies and created tools to support and evaluate those strategies. All of these settings are supported by a marketing campaign that utilizes multiple methods of communication including social media. For more information, contact the Let’s Go! Home Office at 207.662.3734, or email us at info@letsgo.org.
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or more fruits & vegetables hours or less recreational screen time* hour or more of physical activity sugary drinks, more water & low fat milk *Keep TV/Computer out of the bedroom. No screen time under the age of 2.
5-2-1-0 Goes to School Program Overview Let's Go! is a nationally recognized program designed to increase healthy eating and active living in children from birth to age 18. Let's Go! works in six settings (schools, out of school, early childhood, healthcare, workplace and community) to reach children and families where they live, learn, work, and play. Let's Go! is centered on the common message of "5-2-1-0".
5-2-1-0 Goes to School is a program of the Let’s Go! school setting. The program provides an easy five step path for implementing Let’s Go!’s 10 evidence based strategies to improve the policies, practices, and environments that influence healthy eating and active living at school.
For more information, contact the Let’s Go! Home Office at 207.662.3734, or email us at info@letsgo.org
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10 Strategies for Success The 10 Strategies for Success are evidence-based and align with national recommendations to increase healthy eating and active living. Let’s Go! recommends creating and implementing strong policies around these strategies. Please refer to the Let’s Go! toolkits for ideas on how to implement each strategy. The Redy mascot refers to a Let’s Go! priority strategy.
1. Limit unhealthy choices for snacks and celebrations; provide healthy choices. 2. Limit or eliminate sugary drinks; provide water. 3. Prohibit the use of food as a reward. 4. Provide opportunities to get physical activity every day. 5. Limit recreational screen time. 6. Participate in local, state and national initiatives that support healthy eating and active living. 7. Engage community partners to help support healthy eating and active living. 8. Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living. 9. Implement a staff wellness program that includes healthy eating and active living. 10. Collaborate with Food and Nutrition Programs to offer healthy food and beverage options. Definitions: Unhealthy choices include foods and drinks high in sugar and/or salt such as soda, candy, cookies, cake and chips. Healthy choices include water, fruits and vegetables, whole grain foods, protein sources such as eggs, beans, dairy, fish and poultry and healthy fats such as nuts, seeds and avocados. Sugary drinks include juices (including 100% fruit juice) and sugar sweetened drinks such as Sunny Delight, soda, sport drinks such as Gatorade, energy drinks such as Red Bull, lemonade and sweetened coffee or tea drinks such as Snapple. Physical activity is any movement that increases heart rate and breathing; for example, running, climbing, jumping, dancing, etc. Screens include TVs, computers, video games, tablets and smart phones. Recreational screen time is screen time used for non-educational purposes. Celebrations honor a special day or event. A food reward is a food used to encourage good behavior.
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Scientific Rationale for 5210 or more fruits and vegetables. A diet rich in fruits and vegetables provides vitamins and minerals, important for supporting growth and development, and for optimal immune function in children. High daily intakes of fruits and vegetables among adults are associated with lower rates of chronic diseases such as heart disease, stroke, high blood pressure, diabetes, and possibly, some types of cancers. Emerging science suggests fruit and vegetable consumption may help prevent weight gain, and when total calories are controlled may be an important aid to achieving and sustaining weight loss.
hours or less recreational screen time*. According to the American Academy of Pediatrics (AAP,) the average child watches an average of 5–6 hours of television a day. Watching too much television is associated with an increased prevalence of overweight and obesity, lower reading scores, and attention problems. The AAP therefore recommends that children underage two shouldn’t watch any television. In addition, the AAP recommends no TV or computer in the room in which the child sleeps, and no more than 2 hours of screen time a day.
hour or more of physical activity. Regular physical activity is essential for weight maintenance and prevention of chronic diseases such as heart disease, diabetes, colon cancer, and osteoporosis. While most school age children are quite active, physical activity sharply declines during adolescence. Children who are raised in families with active lifestyles are more likely to stay active as adults than children raised in families with sedentary lifestyles.
sugary drinks, more water & low fat milk. Sugar-sweetened beverage consumption has increased dramatically over the past 20 years; high intake among children is associated with overweight and obesity, displacement of milk consumption, and dental cavities. It is recommended that children 1–6 years old consume no more than 4–6ounces of juice per day and youth 7–18 years old consume no more than 8–12 ounces. Whole milk is the single largest source of saturated fat in children’s diets. Switching to low or non-fat milk products significantly reduces dietary saturated and total fat, as well as total calories. *Keep TV/computer out of the bedroom. No screen time under the age of 2. Adapted from the Maine Center for Public Health
08/08 R02/12
Frequently Asked Questions 1. Why is my school working with 5210 Goes to School? 5210 Goes to School provides a framework for schools, teachers, and parents to use in order to create a healthier school environment. Within the framework, schools are supported, encouraged, and united with the common goal of increasing student wellness. 2. Who does the 5210 message apply to? While physical activity needs can vary by age, the 5210 message applies to everyone. It is an easy-toremember healthy lifestyle message which encourages increased physical activity and healthy eating. 3. Why the 5210 message? There is scientific rationale supporting each component of the 5210 message. It has been used in doctors’ offices in Maine since 2004 and has been used in the school setting since 2006. The 5210 message is an easy way to have an open discussion about the ways to increase physical activity and healthy eating. 4. Is this one more thing that I have to do? No, our goal is to help “bring you from where you are to where you want to be.” To ease the burden that teachers and schools face, we come to you for meetings, help build your capacity, and help you get the answers you need. We work with administration, school nurses, teachers, School Health Coordinators, School Nutrition Programs, and parents. We have tools for everyone who has a role to play. 5. How do I use the Toolkit? The toolkit is geared towards school administrators, school nurses, teachers, and School Health Coordinators, but also contains tools for PTO members, parents and kids. It is made up of two binders which contain strategies and resources to help you incorporate 5210 into the school day. The Champion Binder is for the ‘champion’ and team members in the school who are spearheading the program. The Bringing 5210 to Life Binder will help you implement each of the 10 evidence based 5210 strategies to support increased physical activity and healthy eating in your school. 6. How important is my behavior to the success of this project? Role modeling is an important part of changing behaviors among children. Besides parents, teachers and school staff spend the most time with children and provide an important influence in their lives. If you practice good health behaviors, the students will notice. 7. What if one of the concepts in the 5210 Goes to School toolkit contradicts my teaching practices? If at any point you feel uncomfortable with any of the ideas or concepts endorsed in the kit, do not proceed with that topic. There are many different strategies that you can try, which may better suit your teaching style or practices. 8. Will discussion of the 5210 message lead to an increase in eating disorders such as anorexia nervosa? There is no current evidence that bringing up healthy behaviors in a positive manner leads to disordered eating. The 5210 message is an easy way to discuss general health subjects that apply to everyone. Its purpose is to spread healthy behaviors. A recent study in a medical journal (Austin, et al., Archives of Pediatrics and Adolescent Medicine, vol.161: 865-869) supported the idea that interventions like 5210 Goes to School may actually help prevent eating disorders in early adolescent girls.
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In This Section Tab 2: Getting Started
TAB 2 Getting Started
5 Step Path to Implementation 5210 Goes to School Toolkit Announcing a New Partnership Letter Template Everyone Has A Role to Play in 5210 Goes to School
Let’s Go!’s 5 Step Path to Implementation
2
1
Sign-Up Or Re-Engage New Sites: Sign up with your local partner. Returning Sites: Will hear from your local partner. Program year begins July 1st. If applicable, (re-)assemble your team.
5
4
3
Create an Action Plan
Implement Action Plan
Assess environment and practices and plan for the year by completing the Let’s Go! Action Plan or by having a conversation with your local partner.
Implement the strategies you have chosen. Engage in one or more types of technical assistance as needed.
Evaluate
Celebrate/ Recognition
Complete the Implementation Survey each spring based on the policies and practices your site has in place.
Share successes with rest of site (other staff, youth, parents, community etc.)
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5-2-1-0 Goes to School Toolkit A key resource for your school is the 5-2-1-0 Goes to School toolkit, which contains strategies and resources to help you incorporate 5-2-1-0 into the school day. Each element of the toolkit is designed to address the unique needs and interests of schools. It provides resources which support the school ‘champion’ and team members spearheading the program, as well as staff and community partners implementing each of the 10 evidence based 5-2-1-0 strategies to increase physical activity and healthy eating in your school community. Tabs 1, 2, & 3: Contains basic information and guidance on how to plan, implement, and evaluate the program. Flip open these tabs and you’ll see a range of resources including: Guidance and resources on getting started Promotional and capacity building resources
Tabs 4 through 13: Contains information related to each of the 10 evidence based strategies that will help you bring the 5-2-1-0 message to life in your school and support increased physical activity and healthy eating for each and every student. Each strategy has a corresponding tab dedicated to providing you with resources for successful implementation. Flip open these tabs and you’ll see a range of resources including:
classroom and school wide activities and educational material resources for working with parents, school staff, and community partners highlights for complimentary programming lists of even more resources
Want to know which strategies will have the most impact? Let’s Go! has prioritized five key strategies for its programs, which have shown to deliver the most impact. We’ve made the priority strategies and their resources easy to find by marking their binder tabs with our Redy logo . The other five strategies are still important and they’ll help you accomplish the priority strategies, so you’ll want to utilize those too! We’ve just made it easier for you to focus on the big picture. Tabs 14, 15, & 16: Contains other useful information and resources. This toolkit is designed for use in grades K-5. There is a binder for use in middle and high schools available as well. Contact your local Let’s Go! representative or visit www.letsgo.org for more information. The following page is an example of how one school used the toolkit.
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Example of How to Use the Toolkit Here’s an example of how a school might chose to use the toolkit over a 6-week period. WEEK 1: Kick Off—Healthy Living Hang 5-2-1-0 Posters Announce to staff and parents any policies or environmental changes that you’ve made or will be making which support healthy eating and physical activity during the school day Send a letter to parents about the 6-week plan along with appropriate parent handouts Discuss the importance of physical activity and healthy eating on overall health, behavior and academic performance WEEK 2: 5 or more fruits and vegetables Every Day! Discuss rationale behind 5 message—the importance of eating fruits and veggies Work with your school nutrition director to help promote the healthy fruits and veggies they are serving as part of the school meal and encourage students eat them Send home handouts on “Making Sense of Portion Sizes” and “Healthy Kids Snacks” WEEK 3: 2 hours or less recreational screen time* Every Day! *Keep TV/Computer out of the bedroom. No Screen time under the age of 2.
Discuss rationale behind “2” message—the importance of limiting screen time and the consequences of being inactive Utilize active learning in the classrooms instead of screen based learning Discuss the health and academic benefits of being more active Have students make a list of screen-free activities they enjoy and discuss with their classmates; send this list home to parents, along with appropriate parent handouts WEEK 4: 1 hour of physical activity Every Day! Discuss rationale for “1” message—the importance of physical activity Discuss the positive relationship between physical activity and academic performance with staff and school leadership Have staff incorporate five or ten minute physical activity energizers into class time (preferably before class) or reward students with fun physical activity instead of food Discuss the benefits of physical activity to the heart, muscles and brain; involve the PE teacher Send home a handout on fitting physical activity into the day WEEK 5: 0 sugary drinks, more water and low fat milk Every Day! Discuss rationale for the “0” message—the importance of limiting sugar-sweetened drinks Work with your school nutrition director to help promote the water and low fat milk they are serving as part of the school meal and encourage students drink them Discuss drinking milk and water in place of sugar-sweetened drinks like juice and soda Have students create a sugar bottle display with the actual amount of sugar in each beverage Consider giving out water bottles Promote your water fountains: make them more attractive with posters or artwork Send home a handout on the importance of water, limiting juice, and avoiding soda WEEK 6: Wrap-Up Review the healthy 5-2-1-0 habits students have learned Ask students what they tried and whether or not they will stick with it Send home a handout on the importance of role modeling healthy habits
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Letter to Parents Announcing a New Partnership Date: Dear Parents: We are pleased to announce that has teamed up with 5-2-1-0 Goes to School, a program that is part of a larger project called Let’s Go!. Let’s Go! is a nationally recognized program designed to increase healthy eating and active living in children from birth to 18. Let’s Go! works in 6 settings (schools, early childhood, out of school, healthcare, workplace and community) to reach children and families where they live, learn, work, and play. Let’s Go! is centered on the common message of "5-2-1-0". Eating right and being physically active can be a challenge in today’s busy world. 5-2-1-0 Goes to School is here to help! As a part of 5-2-1-0 Goes to School, our school will be working hard to incorporate the 5-2-1-0 messages into our daily activities. As part of our work, you may also receive parent-geared information, which will highlight the messages that your child is learning at school.Visit www.letsgo.org for more information about 5-2-1-0 Goes to School. Please contact school staff at info@letsgo.org.
at
-
or email Let’s Go!
Sincerely,
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Everyone Has a Role to Play in 5210 Goes to School The Role of the Classroom:
The Role of the School:
Increase opportunities for physical activity and healthy eating during the school day using the 5210 strategies.
Implement a strong wellness policy that supports 5210 strategies.
Educate students of the importance of physical activity and healthy eating.
Create an environment that is supportive of 5210 strategies.
The Role of the Community:
The Role of the Family:
Local doctors, dentists, parents, and other professionals share their expertise with schools.
Create a home environment that is supportive of 5210 behaviors.
All school programs, childcare centers, recreation centers, and libraries can all promote and practice 5210 to support consistent messaging.
Role model 5210 behaviors.
Become involved in 5210 Goes to School and other initiatives that promote physical activity and healthy eating. Role model 5210 behaviors.
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In This Section Tab 3: 5210 Goes to School Resources
TAB 3 5210 Goes to School Resources
5210 Goes to School Presentations 5210 Challenge Sample Letter 5210 Challenge Letter Template 5210 Challenge Calendar Intercom Announcements: 5210 Trivia and Facts of The Day 5210 Original Song Lyrics 5210 Song: Eight Corners Elementary School Sample Language for Requesting Funds From Local Businesses Sample Letter to Businesses Resources for Free Promotional Materials Select Resources Healthy Favorites Tips and Recipes Booklet ( Insert )
5210 Goes to School Presentations The 5210 Goes to School program can provide a limited number of presentations to school boards, administration, PTO/PTA groups, and teachers and staff. In addition, we have a few prepared presentations on "hot topics” that can be used in a variety of settings. If time allows, we are happy to present these, otherwise, please feel free to use them yourself! On www.letsgo.org, under schools resources, you can find the following PowerPoint presentations:
5210 Goes to School: Promoting Physical Activity and Healthy Eating in the School Environment
Physical Activity & Academic Achievement Consequences of Food as a Reward: A Day in the Life of a 10-year-old Occasionally, arrangements can be made to have your school physician or another practicing doctor come in to speak with students about 5210. We have a prepared script that they can use. Please contact us at info@letsgo.org for more information.
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5210 Challenge Sample Letter Track your healthy behaviors at home and in the classroom all month long! The following letter and 5210 challenge was developed by Kathy Earle, PE teacher at PlummerMotz School in Falmouth. See the next page for a letter you can use by filling in the blanks.
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5210 Challenge Letter Date:
Dear Families: To encourage physically active and healthy lifestyles, the students at ________________________________ are invited to participate in the 5210 Goes to School Challenge. 5210 Goes to School is a program aimed at increasing healthy eating and physical activity in the school environment. The ideas promoted by 5210 Goes to School were developed by a variety of healthcare and school professionals in 2006 with the intention of raising a healthier generation of children through the use of clear and consistent messages regarding physical activity and healthy eating.
Students are encouraged to keep a daily log of their lifestyle throughout the month of ________________. I hope you will be able to provide help and encouragement to your children as their success is somewhat contingent upon your support. There will be a reward of an extra activity period in the gym for those students who accumulate a minimum of ______ points at the end of ________________. That number is based on meeting the 5210 challenge for 15 of the remaining 25 days of the month. Bonus points can be earned by eating new fruits and vegetables. You might like to check out www.nutritionforkids.com, www.eatright.org, and www.kidnetic.com for kid-friendly, physical activities. In school, we discussed how easily eating 5 servings of fruits/veggies daily might be: a banana on cereal at breakfast, fruit snack at AM recess, celery/carrot sticks at lunch, a fruit after-school, and a veggie with dinner. Sixty minutes of physical activity can be accumulated throughout the day in 10 min. increments, such as 10 minutes playing tag or playing on the playground at school recesses. Any activities that increase breathing and make your heart beat faster, such as sledding, shoveling snow, ice skating, sweeping the garage, or walking the dog are acceptable! Family activities are encouraged, but not required. Just like wearing our seat belts, physical activity becomes a habit that will improve fitness and health to last a lifetime! Have fun!
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Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies
___ 0 sugar-sweetened drinks
___ 0 sugar-sweetened drinks
___ 0 sugar-sweetened drinks
NAME_______________________________ PARENT SIGNATURE_________________________
___ 0 sugar-sweetened drinks
________ TOTAL POINTS
________ Points ________ Points ________ Points ________ Points ________ Points
___ 0 sugar-sweetened drinks
Score one point for each serving of a fruit or veggie Score 2 points for every day you had 2 hours or less of “screen” time (tv, computer, Gameboys) Score 2 points for every day you participated 1 hour (or more) in physical activity Score 2 points for every day you had zero (no) servings of a sugar-sweetened drinks Score 2 bonus points for each new fruit and vegetable you ate: List new fruits/vegetables ______________________________________________________________
___ 0 sugar-sweetened drinks
___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity
___ # fruits and veggies
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 0 sugar-sweetened drinks
___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 1 hr physical activity ___ 0 sugar-sweetened drinks ___ 0 sugar-sweetened drinks
___ # fruits and veggies
___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ # fruits and veggies ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 2 hrs or less “screen” time ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 1 hr physical activity ___ 0 sugar-sweetened drinks ___ 0 sugar-sweetened drinks ___ 0 sugar-sweetened drinks ___ 0 sugar-sweetened drinks ___ 0 sugar-sweetened drinks ___ 0 sugar-sweetened drinks ___ 0 sugar-sweetened drinks
Sunday
5210 Challenge
Track your healthy behaviors all month long!
Intercom Announcements: 5210 Trivia & Facts of the Day Consider reading these healthy announcements over the intercom, or use as discussion starters in the classroom; encourage students to come up with their own healthy trivia. 1. What does 5210 stand for?
Answer: 5 or more servings of fruits and vegetables, 2 or less of recreational screen time, 1 hour or more of physical activity, 0 sugar sweetened beverages – more water & low-fat milk! 2. Name 3 fruits that you could have at breakfast. Some good answers: berries, kiwi, banana, etc. 3. Name 5 vegetables that you could bring into school for lunch.
Some good answers: carrots, cucumbers, snap peas, broccoli, red pepper, etc.
4. How many commercials do think you watch every year?
Answer: The average child watches 20,000 commercials each year.
5. Name 3 activities you can do inside besides watching TV.
Some good answers: Build a fort, play dress up, dance to your favorite music, etc.
6. Frogs do not need to drink water as they absorb the water through their skin. You, however, are not a frog and need to drink plenty of water every day! 7. Raisins are made from grapes that have dried in the sun for two to three weeks. One cup of raisins in your lunch can count as one of your 5 a day! 8. What color are carrots? Did you know that besides orange, they also come in purple, red, black and white? Go to the local farmers market and find them!
9. What is the number one source of calories in the American diet? Answer: Soft drinks! 10. True or False, Americans spend more on fast food than on movies, books, magazines, newspapers, videos, and recorded music - combined. Answer: True 11. According to a study from the Trust for America’s Health and the Robert Wood Johnson Foundation, the number of fast-food restaurant outlets in the United States increased from 30,000 in 1970 to 220,000 in 2001, and fast-food spending has increased from $6 billion to $110 billion over the last three decades. 12. How many teaspoons of sugar are in a 20oz bottle of Mountain Dew? Answer: 18 tsp 13. Did you know that since the 1970’s, the standard dinner plate has increased from 10 ½ inches to 12 ½ inches in diameter? 14. Did you know that in 1969 50% of kids walked to school each day compared to the 10% that walk to school in 2001. 15. A kid’s serving size of fruit is the palm of their hand. 16. What is the #1 thirst quencher? Answer: Water 17. How much of a child’s body is made up of water? Answer: 70-80% 18. Try this Physical Activity Break: High Knee Run/March: Run or March in place, lifting your knees in front of you as high as you can. Count to 30!
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19. Try this Physical Activity Break: Chair Pose: Feet together. Legs together. Keeping your knees together, sit back like you were sitting in a chair. Hold that position as long as you can. Relax when you need to, and then try again.
20. What is a serving size for low-fat milk? Answer: 1 Cup 21. Name 3 of milk’s nine essential nutrients? Answer: Potassium, Vitamin B12, Vitamin A, Riboflavin, Niacin, Phosphorus, Calcium, Protein, Vitamin D 22. True or False: If you are not getting enough calcium each day, your body will take the calcium from your bones? Answer: True 23. Screen time is watching TV, using the computer, and playing video games. How many hours or less should you limit your screen time to each day? Answer: 2 hours or less 24. Did you know that children who watch a lot of television are likely to: have lower grades in school, read fewer books, exercise less, and to be overweight? 25. Does physical activity have to be a sport or can other activities that get your body moving count as well? Can you name some? Some good answers include: dancing, skating, sledding, walking, jogging, biking,
skate boarding, a rousing game of Simon Says!
26. True or False: Water is the only substance found on earth naturally in the three forms.
Answer: True—3 forms: solid, liquid, and gas
27. True or false: The acid in sodas eats away at your tooth enamel. Answer: True 28. Physical activity reduces feelings of depression and anxiety and promotes psychological well being. 29. Physical activity does not have to be strenuous to be beneficial. 30. Empty Calories: Kids drink twice as much soda today compared to kids ten years ago. 31. True or false: Physical activity helps the brain work better. Answer: True 32. Most nutritionists recommend not eating fast food more than once a month. 33. One hour of physical activity broken into smaller segments of 10-15 minutes throughout the day has significant health benefits. 34. Physical activity helps build and maintain healthy bones, muscles and joints. 35. About 75% of your muscles are made up of water. It is important to drink lots of water! 36. Guess what? The average American household has more televisions than people! 37. When you play hard, you sweat. When you sweat, you lose water and minerals. Drink water after playing outdoors or after any activity that makes you sweat. 38. Having fresh fruit or vegetables as a snack will help you stay full longer! They pack more sustaining energy over sugary snacks. 39. Try a new fruit or vegetable once a week. You may find that you love kiwi fruit or avocados! 40. If you’re close enough, bike to and from school instead of riding the bus (but don’t forget your helmet!)!
41. Does screen time include just TV or time spent on the computer too? Answer: Both – computer games, surfing the web, anything done outside of school projects on the computer counts towards the two hours. 42. Guess the Amount of Sugar: Capri Sun, 10 oz (6 ¼ tsp); Orange Juice, 15.5 oz bottle (13 tsp); Snapple Iced Tea, 16 oz (12 ½ tsp), Water, any size (none); Coca-Cola, 20 oz. (17 tsp); Mountain Dew, 20 oz (19 tsp); Gatorade, 20 oz (9 tsp); Kool-Aid, 20 oz (10 tsp).
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Original 5-2-1-0 Song Lyrics 5 – 2 – 1 and 0 That’s a funny way to count you say. 5 – 2 – 1 and 0 Well that’s the way to stay healthy today. 5 fruits and vegetables everyday Make your mind and body strong. Like carrots or broccoli or apples or bananas Or green beans that grow long.
Listen to Song o the Original nline at 5 www.le -2-1-0 tsgo.or g.
5 – 2 – 1 and 0 That’s a funny way to count you say. 5 – 2 – 1 and 0 But that’s the way to stay healthy today. And TV and video games, we know that they are fun But just keep it under 2 hours And let your imagination run … With…. 5 – 2 – 1 and 0 That’s a funny way to count you say. But 5 – 2 – 1 and 0 That’s the way to stay healthy today. And run and jump and play outside For at least 1 hour And when you’re thirsty, leave the soda behind But grab an ice cold milk or a water that’s fine…
usic Lyrics and M er By Sara Yasn
And remember…. 5 – 2 – 1 and 0 Well that’s a funny way to count you say. But 5 – 2 – 1 and 0 Well that’s the way to stay healthy today. That’s the way to stay healthy today!
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5210 Song Eight Corners Elementary School Sung to the tune of "If You're Happy and You Know it..."
If you’re healthy and you know it Go for 5! 5 fruits and veggies each day will help you thrive! They give you energy to Go! And vitamins to grow. If you’re healthy and you know it Go for 5! If you’re healthy and you know it Go for 2! Less than two hours of tv is good for you! Play station and x-box won’t help you be a red sox! If you’re healthy and you know it Go for 2! If you’re healthy and you know it Go for 1! 1 hour of exercise is each day is really fun! Walking, running, jumping, biking, Playing ball and going hiking, If you’re healthy and you know it Go for 1! If you’re healthy and you know it Go for 0! No sugary drinks will make you a hero! You know that you ought to Drink milk and lots of water If you’re healthy and you know it Go for 0!
Written by Kindergarten teachers at Eight Corners Elementary School in Scarborough, Maine. Heidi Gosselin, Andrea White, Erica Keay, Jessica Deans, and Karen Littlefield
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Sample language for requesting funds from local businesses General Statement: Our school is participating in a healthy lifestyle program called 5210 Goes to School. 5210 Goes to School promotes the following message:
Through this program, our school is working hard to create environments, polices and practices that promote and support healthy lifestyles.
Request for Support: I am writing to request your support in our efforts. While 5210 Goes to School can be implemented at no cost, additional funding allows for enhanced implementation of the program. With additional funding, we could contribute to sustainable change in the school environment by ________________. The total cost is estimated at: $______. A donation of any amount is greatly appreciated.
Conclusion: Engaging community leaders is one of our goals as apart of the 5210 Goes to School program. Support from local businesses will enhance our community as a whole. Thank you for considering our request and please contact me at: _______________ with any questions.
Examples to fill in the blank with: …purchasing physical activity equipment that would be used as a reward for good behavior. …being able to provide fresh fruits and vegetables as a school-wide snack once a month.
Keys to a success ful letter:
Be specific! Det ermine what you would like fund s for and ask for it specifically . Consider listing a specific amount. Consider asking for product as opposed to money . Food stores may rather donate healthy snacks instead of m oney.
…supporting a staff wellness development program to all our faculty and staff. …improving the school cafeteria environment by purchasing salad bars, new equipment, etc. …purchasing pedometers for the 5th grade walking program.
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Sample Letter to Businesses Date:
Dear Business XXX: Our school is participating in a healthy lifestyle program called 5210 Goes to School. 5210 Goes to School promotes the following message:
Through this program, our school is working hard to create environments, polices, and practices that promote and support healthy lifestyles. I am writing to request your support in our efforts. While 5210 Goes to School can be implemented at no cost, additional funding allows for enhanced implementation of the program. With additional funding, we could contribute to sustainable change in the school environment by purchasing physical activity equipment that would be used as a reward for good behavior. The total cost is estimated at $200. A donation of any amount is greatly appreciated. Engaging community leaders is one of our goals as apart of the 5210 Goes to School program. Support from local businesses will enhance our community as a whole. Thank you for considering our request and please contact me at (207) 123-4567 with any questions. Sincerely,
School Wellness Committee
Please Note: A modifiable version of this letter can be found in the online toolkit on our website.
08/08 07/11
Resources for Free Promotional Materials Check out these websites for free materials (posters, stickers, coloring sheets, etc.) that promote health, nutrition, and physical activity while supplies last:
Eat Smart. Play Hard. A USDA campaign to motivate children and their caregivers to eat healthy and be active using their character, the Power Panther. Stickers, tattoos, activity sheets, window stickers, and more are all available at no charge. www.fns.usda.gov/eatsmartplayhardhealthylifestyle
Fruits and Veggies - More Matters Produce for Better Health Foundation offers the Fruits & Veggies—More Matters™ health initiative. In simple, user-friendly ways, this health initiative offers expert cooking advice, nutrition information, and shopping tips. Refer to the “Get Kids Involved” section for downloadable coloring pages, tracking and shopping planners, and other activity pages. www.fruitsandveggiesmorematters.org
Leafy Greens Council Promotes consumption of leafy greens for the nutritional benefits and cancer-fighting elements of leafy greens. Offers free posters and lesson plans. http://www.leafy-greens.org/
PE Central Web site for health and physical education teachers, parents, and students to provide the latest information about physical education programs for children and youth. This site offers free posters on a variety of topics (smoking, nutrition, sports, etc.), booklets, and activities: www.pecentral.org/websites/freeresources.html
The Wheat Food Council Promotes awareness of dietary grains as part of a healthy diet. They offer a variety of free posters. www.wheatfoods.org
Developed by the Children in Balance initiative at the Friedman School of Nutrition Science and Policy of Tufts University
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Select Resources Maine Resources General Bicycle Coalition of Maine: www.bikemaine.org Healthy Maine Partnerships: The Healthy Maine Partnerships is an initiative that was established to link aspects of four Maine Center for Disease Control and Prevention programs. The coordination of the state and local intervention activities are funded by the tobacco settlement and assures linkages with related program activities. Visit www.healthymainepartnerships.org to find your local HMP. Healthy Maine Walks & Sites: www.healthymainewalks.org Healthy Policy Partners of Maine: www.mcd.org/HPP Let’s Go! Maine information for kids, teens, parents, childcare, healthcare providers, schools and workplaces: www.letsgo.org MaineHealth Learning Resource Centers: The MaineHealth Learning Resource Centers are health information and education resources for patients, families and communities. Each center has an extensive library of books, periodicals and videos on a wide variety of healthcare topics. www.mainehealth.org/lrc Maine Bureau of Parks and Lands: www.maine.gov/doc/parks Maine Census Data: www.state.me.us/newsletter/may2001/ maine_census_data.htm Maine Center for Public Health: http://www.mainepublichealth.org/ Maine Chapter of the American Academy of Pediatrics: www.maineaap.org Maine Children’s Alliance: The Maine Children's Alliance is a strong, powerful voice for children, youth and families and provides leadership to create or change policy on their behalf. The Maine Children's Alliance collects the voices and data of various organizations, develops, promotes and advocates a substantive strategic plan including desired outcomes to insure positive change for children and their families. www.mainechildrensalliance.org
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Maine Children’s Alliance/Maine Kids Count Data Book: www.mekids.org Maine Department of Education: www.maine.gov/education Maine Governor’s Council on Physical Activity: www.maineinmotion.org Maine Prevention Research Center: http://www.une.edu/wchp/scph/maine-harvard -prevention-research-center Maine Physical Activity & Nutrition [PAN] Program: www.maine.gov/dhhs/ boh/hmp/panp Maine WIC Program: www.maine.gov/dhhs/wic March into May: www.marchintomay.org WinterKids: WinterKids is a nonprofit organization committed to helping children develop lifelong habits of health, education, and physical fitness through participation in outdoor winter activities. www.winterkids.org
NATIONAL RESOURCES General American Alliance for Health, Physical Education, Recreation, and Dance: This professional alliance seeks to support and assist those involved in physical education, leisure, fitness, dance, health promotion, and education and all specialties related to achieving a healthy lifestyle. www.aahperd.org American Council on Exercise: This nonprofit group’s mission is to serve as an education and certification provider by setting standards and protecting the public against unqualified fitness professionals and unsafe or ineffective fitness products, programs, and trends. www.acefitness.org American Council on Fitness and Nutrition: With partner organizations, ACFN works to promote nutrition education, and physical activity programs to improve community health. http://www.fitness.gov/ American Dietetic Association is the largest organization of Food and Nutrition Professionals in the United States. The ADA offers reliable, objective food and nutrition information. www.eatright.org
America on the Move is a national initiative dedicated to helping individuals and communities across our nation make positive changes to improve health and quality of life. www.americaonthemove.org CDC Body Mass Index (BMI) Calculator: This simple tool calculates weight adjusted for height, which can be used to approximate whether someone is underweight, normal weight, overweight, or obese. www.cdc.gov/nccdphp/dnpa/ bmi Centers for Disease Control, Healthy Youth: This website offers information, resources, and strategies for encouraging physical activity in youth. www.cdc.gov/ HealthyYouth/PhysicalActivity Center on Media and Child Health: The Center on Media and Child Health at Children’s Hospital Boston, Harvard Medical School, and Harvard School of Public Health is dedicated to understanding and responding to the effects of media on the physical, mental, and social health of children through research, production, and education. www.cmch.tv The Citizenship Through Sports Alliance: This coalition of athletic organizations focuses on character in sport. CTSA promotes fair play at all levels— youth leagues to professional sport—to reinforce the value of sport as a test of character. Since 1997, CTSA has been building a sports culture that encourages respect for self, respect for others, and respect for the game. www.sportsmanship.org Food and Nutrition Information Center serves to provide “credible, accurate, and practical resources for consumers, nutrition and health professionals, educators, and government personnel.” The “Consumer Corner” contains information about popular food and nutrition topics. The Food and Nutrition Service offers free, downloadable posters and activity sheets as well as other materials. www.nal.usda.gov/ fnic Healthy Hearts 4 Kids is a web-based intervention that encourages children to participate in physical activity regularly, eat nutritiously, and avoid the use of tobacco products. The web-based instructional module is designed to impact children’s knowledge, attitudes, and behaviors related to these risk factors associated with cardiovascular health. It encourages youngsters to read, write, and problem solve, while learning to make wise decisions that will impact them throughout their lifetimes. In addition, children are encouraged to complete daily logs of their physical activity and diet intake for which they receive immediate feedback to applaud their reports or to help them make wiser decisions the following day. Incentives are provided to encourage students to complete online tasks, take quizzes, and complete physical activity and diet logs. http://www.heart.org/HEARTORG/GettingHealthy/HealthierKids/ ActivitiesforKids/Activities-for-Kids_UCM_304155_SubHomePage.jsp
Healthy People 2010: This framework is a statement of national objectives to identify and reduce threats to the health of the nation. www.healthypeople.gov HeartPower! is the American Heart Association’s curriculum-based program for teaching about the heart and how to keep it healthy for a lifetime. http://www.heart.org/HEARTORG/Educator/ FortheClassroom/ElementaryLessonPlans/ Elementary-Lesson-Plans_UCM_001258_Article.jsp International Health, Racquet and Sportsclub Association: IHRSA’s mission is “to grow protect and promote the health and fitness industry, and to provide its members with benefits that will help them be more successful.” http:// www.ihrsa.org/ KidsHealth: KidsHealth, a partner with the Barbara Bush Children’s Hospital in Maine, is the largest and most- visited site on the Web providing doctor-approved health information about children from before birth through adolescence. It has separate sections for kids, teens, and parents. www.kidshealth.org National Association for Health & Fitness: This nonprofit organization “exists to improve the quality of life for individuals in the United States through the promotion of physical fitness, sports and healthy lifestyles and by the fostering and supporting of Governor’s and State Councils on physical fitness and sports in every state and U.S. territory.” www.physicalfitness.org National Center on Physical Activity and Disability: This group serves as an information center on physical activity and disability. www.ncpad.org National Institute for Fitness and Sports: NIFS is a nonprofit organization committed to enhancing human health, physical fitness, and athletic performance through research, education, and service by encouraging the adoption of appropriate healthy behaviors. www.nifs.org The President’s Council on Physical Fitness and Sports: This organization promotes physical activity, fitness, and sports through various partnerships and activities. The President’s Challenge is a program that awards children and adults for participating in physical activities. www.fitness.gov State Agriculture Departments: Your state agriculture department can help you find local farmers’ markets, state fairs and other resources and events that may align with your program’s mission. www.usda.gov Sustainable Table: This consumer campaign was “launched to help fill in the gaps in the sustain- able food movement, and to help direct consumers to the leading organizations who are working on the issue.” www.sustainabletable.org
TV Turnoff Network: This national nonprofit organization encourages children and families to watch less to promote healthier lives and communities. http:// www.turnoffyourtv.com/turnoffweek/TV.turnoff.week.html USDA Center for Nutrition Policy & Promotion: CNPP works to improve the health and well-being of Americans by developing and promoting dietary guidance that links scientific research to the nutrition needs of consumers. www.usda.gov/cnpp US Food and Drug Administration: The FDA is the federal agency responsible for protecting the public health by assuring the safety of our food supplies as well as various drugs, medical devices, and other products. It also serves to educate the public on nutrition and other health topics. www.fda.gov
Sector Specific Resources After School AfterSchool Alliance: The nation's leading voice for afterschool, the Afterschool Alliance is the only organization dedicated to raising awareness of the importance of afterschool programs and advocating for more afterschool investments. www.afterschoolalliance.org CATCH Kids Club: The Child and Adolescent Trial for Cardiovascular Health (CATCH), an NHLBI-funded study, created a school health education curriculum designed to motivate heart-healthy behavior in children in grades K-5 in after-school and summer camp settings. For more information, please visit http://catchusa.org/ ckc.htm The HEAT Club: The HEAT Club curriculum was developed as part of the Shape Up Somerville: Eat Smart. Play Hard™ project of Tufts University and revised in 2005 and 2007 for broader dissemination through the Children in Balance initiative. This health curriculum, called The HEAT (Healthy Eating and Active Time) Club, includes hands-on activities to use with elementary school children in after school programs in order to improve eating habits and increase physical activity levels. For more information, please visit http://www.childreninbalance.org. Maine Afterschool Network: The purpose of the Maine Afterschool Network is to enable every child to have access to quality, inclusive, affordable after school programming that meets the needs of the child, the family and the community. www.maineafterschool.net
National AfterSchool Association: The National AfterSchool Association is the leading voice of the afterschool profession dedicated to the development, education and care of children and youth during their out-of-school hours. www.naaweb.org.
Early Childhood National Association for Family Child Care (NAFCC): The NAFCC is a nonprofit organization dedicated to promoting quality child care by strengthening the profession of family child care. http://www.nafcc.org/ National Association for the Education of Young Children (NAEYC): The NAEYC is dedicated to improving the well-being of all young children, with particular focus on the quality of education and developmental services for all children from birth through age 8. www.naeyc.org National Association of Child Care Resource & Referral Agencies (NACCRRA): NACCRRA’s mission is to promote national policies and partnerships to advance the development and learning of all children and to provide vision, leadership, and support to community Child Care Resource & Referral. www.naccrra.org Nutrition and Physical Activity in Child Care: Nutrition and Physical Activity SelfAssessment for Child Care (NAP SACC) Program. www.napsacc.org Resource Development Centers: The Department of Health and Human Services funds eight regional Child Care Resource Development Centers located around the state. Resource Development Centers can do a number of things for different individuals and groups including parents, child care providers, community members, schools, businesses, and others interested in child care. Each Child Care Resource Development Center serves a certain area of Maine; usually their service area spans one or two counties. Use the map or the list below to click on the area of the state you live in to get the contact information for your Child Care Resource Development Center. www.maine.gov/dhhs/octs/ec/occhs/devcenters.htm
Healthcare BMI Calculators and Information 2000 CDC Growth Charts: www.cdc.gov/growthcharts WHO Growth Standards: http://www.cdc.gov/growthcharts/ who_charts.htm CDC Z Score Data Files: http://www.cdc.gov/growthcharts/zscore.htm
CDC Child and Teen BMI Calculator: http://apps.nccd.cdc.gov/dnpabmi/ CDC Child and Teen BMI Calculator: http://apps.nccd.cdc.gov/dnpabmi/ KidsHealth BMI: http://kidshealth.org/parent/growth/growth/ bmi_charts.html Children’s BMI Risk Category Dependent on Age: www.cdc.gov/ nccdphp/dnpa/bmi BMI Adults National Heart, Lung & Blood Institute: http://www.nhlbi.nih.gov/guidelines/obesity/BMI/bmicalc.htm National Resources American Academy of Pediatrics: www.aap.org/obesity Bright Futures in Practice: http://brightfutures.aap.org/ practice_guides_and_other_resources.html Harvard Prevention Research Center: www.hsph.harvard.edu/prc National Initiatives for Children’s Healthcare Quality – Childhood Obesity Action Network: http://www.nichq.org/register_coan.html? returnpage=/online_communities/coan/index.html National Initiatives for Children’s Healthcare Quality – Be Our Voice: www.nichq.org/advocacy Collaborate for Healthy Weight: http://www.collaborateforhealthyweight.org/ Let’s Move: www.letsmove.gov CDC Guide to Breastfeeding Interventions: http://www.cdc.gov/ breastfeeding/resources/guide.htm
Schools Action for Healthy Kids: This nationwide network was designed “to improve children’s nutrition and physical activity in schools by collaborating with diverse stakeholders in advocating, promoting, and implementing national and state initiatives.” www.actionforhealthykids.org Alliance for a Healthier Generation: The Alliance for a Healthier Generation is a partnership between the American Heart Association and the William J. Clinton Foundation. The Alliance is working nationally to create awareness and real solutions to the childhood obesity epidemic. The Alliance will positively affect the places that can make a difference to a child’s health: homes, schools, restaurants, doctor’s offices, and the community. www.healthiergeneration.org
Eat Well & Keep Moving: An Interdisciplinary Curriculum for Teaching Upper Elementary School Nutrition and Physical Activity by Lilian Cheugn, Steven Gortmaker, and Hank Dart. The curriculum, designed as a joint research project between the Harvard School of Public Health and Baltimore City Public Schools, is one of the first curricula to address nutrition and physical activity simultaneously. It also is among the first to address physical inactivity, namely TV viewing and computer games. It is a multifaceted program that encompasses the classroom, the cafeteria, and the gymnasium. For more information, please visit www.eatwellandkeepmoving.org. Healthy Maine Kids: The purpose of Maine Action for Healthy Kids (AFHK) is to bring together nutrition and physical activity organizations that serve Maine schoolchildren with the goal of raising healthy children. In order to do this, Maine AFHK coordinates and shares state-wide resources and information with parents, teachers, students, community members and partners. www.healthymainekids.org NASPE’s Teacher Toolbox: A site for physical education teachers that provides resources each month. In addition to the toolbox, the most popular resource is a series of physical activity calendars for kids: one for elementary and one for secondary. The website even provides a letter to print on the back and send home to parents. http://www.shapeamerica.org/publications/resources/teachingtools/teachertoolbox/ PE4Life: The mission of this organization is to raise awareness about the dangers of physical inactivity and to promote daily physical education in schools across the nation. www.pe4life.org PE Central: This website offers the latest information and resources about physical education programs for children and youth. www.pecentral.org Planet Health: An interdisciplinary Curriculum for Teaching Middle School Nutrition and Physical Activity by Jill Carter, Jean Wiecha, Karen Peterson, and Steve Gortmaker. This curriculum, also developed by the Harvard School of Public Health, brings physical activity and nutrition beyond health class and into math, science, language arts, and social studies. In addition to classroom components, there is a PE curriculum that includes a self-assessment tool that students can use to assess their current physical activity and inactivity levels. Students are encouraged to set goals and track progress. The curriculum encourages self-exploration of current behaviors and helps students understand alternative choices available to them. For more information, please visit www.planet-health.org.
Smart Moves for ME School Program: The Smart Moves for ME School Program (Formerly the Maine-ly Nutrition/TakeTime! School Program) provides teachers, administrators, and school nurses with training and resources to help schools provide 10-20 minutes accumulated time for physical activity during the school day, for every child. The environment for learning is improved by offering nutrition education and daily physical activity opportunities in addition to physical education classes, which benefits both the mental and physical health of all students, creating a true culture shift in the school. This project is open to preschool - high school teachers and school nurses who teach in schools statewide that have 50% or more of students eligible for free or reduced price meals. There is very limited funding available that allows the program to be offered to a limited number of K-8 schools that do not meet the lowincome guidelines. http://smartmovesforkids.com/smart-moves-bright-bodies.html Safe Routes to School: Safe Routes to School is a federal, state, and local effort to enable and encourage children, including those with disabilities, to walk and bicycle to school; and to make walking and bicycling to school safe and more appealing. A major goal of the program is to increase bicycle, pedestrian, and traffic safety. http://www.saferoutesinfo.org/ Take 10! This is a classroom-based physical activity curriculum for kindergarten to 5th grade students. www.take10.net
Resources for Parents and Kids
(Some of the websites listed below are great for computer classes or free computer time.) Body and Mind: A CDC website that focuses on topics that kids say are important to them— such as stress and physical fitness—using kid-friendly lingo, games, quizzes, and other interactive features. www.bam.gov CDC Physical Activity: www.cdc.gov/physicalactivity Children and Nature Network: www.childrenandnature.org Choose My Plate: www.choosemyplate.gov Dole 5 A Day: Dole’s SuperKids website is designed educate and encourage elementary school children to eat 5 to 9 servings of fruits and vegetables a day to promote better health. www.dole5aday.com/
Eat Smart, Play Hard Kids: Interactive website with lots of materials, geared to elementary age students. www.fns.usda.gov/eatsmartplayhardkids Go Healthy Challenge: An Alliance for a Healthier Generations website that addresses nutrition and physical activity for children. www.igohugo.org Kidnetic.com: This interactive website offers nutrition and physical activity games, information, and resources for 9-12 year old children and their parents. www.kidnetic.com KidsHealth: http://kidshealth.org/ Make Your Calories Count: http://www.fda.gov/Food/IngredientsPackagingLabeling/ LabelingNutrition/ucm275438.htm Meals for You: www.mealsforyou.com Nutrition Explorations Kids: A Dairy Council Website designed to promote nutritious eating. www.nutritionexplorations.com/kids Overview of the VERB Campaign: www.cdc.gov/youthcampaign Screen Time: www.screentime.org Small Step Kids: Health and Human Services website designed to promote physical activity and nutrition for kids. http://familyfirst.com/smallsteps-gov.html
Healthy Favorites Recipe Booklet This booklet is designed to help guide you on your journey to good health. The tips, suggestions, and recipes it provides will give you the tools to get started today!
To view and download this document, visit the School Resources page at www.letsgo.org
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In This Section Tab 4: Provide Healthy Choices for Snacks and Celebrations; Limit Unhealthy Choices.
LOCAL, STATE AND NATIONAL INITIATIVES March is National Nutrition Month® Hannaford Community Relations Donation Request Form
TAB 4 Provide Health Choices for Snacks and Celebrations
Provide Healthy Choices Nutritious Snacks Suggestions for Nutritious Snacks Classroom Healthy Snack Tally 5 A Day Bracelets Class Snack Program Class Snack Program Calendar Template I’ve been caught being … stickers: Printing Directions I’ve been caught being… certificates: Printing Directions Tried and True Advice for School Gardeners More Matters Fruits and Veggies Coloring Sheets Dried Fruit Fruits and Veggies Get your portions in proportion Making Sense of Portion Sizes Let’s eat for the health of it Choose MyPlate Brochure Choose MyPlate 10 tips to a great plate Choose MyPlate Coloring Sheets: Plate with food groups Plate without food groups ReadB4UEat! Nutrition and Technology Lessons
Continued on next page...
In This Section PARENT HANDOUTS Eat at least five fruits and vegetables-a-day Go Foods, Slow Foods, Whoa Foods Healthy Kids’ Snacks Tasty Snacks for Healthy Kids Healthy Shopping On A Budget Hannaford Resources for Families Understanding Food Labels Maine Seasonal Food Guide Non-Food Rewards at Home Celebration Letter to Parents Template Breakfast is Best What’s a Healthy Portion? The Fittest Food A Meal is a Family Affair To have fruits and vegetables year-round add frozen or canned How To Add Fiber To Your Meals Healthy Fundraising - What Schools Can Do Fuel Learning with Fruits and Vegetables Fuel Learning with Celebration Snacks! Please Give Nutriously Encourage Kids to Eat More Fruit & Veggies Three simple steps to eating more fruits and vegetables
Provide Healthy Choices For Snack Time Most students enjoy a snack at school during the day. What a child has for snack can affect their ability to concentrate and learn.
There are sever can do to encoual things a school and class room rage healthy sn a c k s. ■ Send home the nutr itious
snacks parent h andout. ■ Send home a quarterly new sletter with easy snack ideas. ■ Start a class room snack pro gram. ■ Do a classro om healthy sna ck tally and rew time or extra re ard tallies with cess. free gym ■ Offer a fruit and vegetable ta sting to encoura foods. ge students to try new ■ Set a schoo l-wide or classro om-wide snack policy. ■ Be a role m odel for studen ts.
s: n o i t a r b e l e C r o F
in school are ts n e v e d n a s n o ti School celebra and n, sweet, salty, e ft o o to ll A . g excitin of the centerpiece e m o c e b s d o fatty fo can are things you re e h T s. n o ti celebra ons in ealthy celebrati h e g ra u o c n e do to d classroom. your school an er ided parent lett v ro p e th e m o ■ Send h ides rations. It prov b le e c y h lt a e h about treats that can n o ti ra b le e c y ideas for health be sent in. der olve food, consi v in t a th s n o ti ■ For celebra il mix, or fruit a tr , se e e h c , rs fruit platte smoothies.
For Nonfood Celebrations ■ Set a healthy celebration policy or write guidelines for your school. ■ Have the birthday child be the first to do each classroom activity and/or be the line leader for the day. ■ Birthday Library: Each child donates a book to the classroom library on his/her birthday. Read the book aloud in honor of the student. ■ Create a “Celebrate Me” book. Have classmates write stories or poems and draw pictures to describe what is special about the birthday child. ■ Create a special birthday package. The birthday child wears a sash and crown, sits in a special chair, and visits the principal’s office for a special birthday surprise (pencil, sticker, birthday card, etc.).
08/08 R02/12
Nutritious Snacks! Create a list of healthy snack options for each category.
Beverages
les b a t e g e V & s it u Fr
Low Fat Da iry
Whole Grains
08/08 R06/10
Suggestions for Nutritious Snacks! Low Fat Da iry
Beverages
Water
Seltzer
Low fat milk
Squeezable yogurt tube s S tring chees e
Yogurt smo othie F rozen yogu rt
Whole Grains
bles Fruits & Vegeta Apple slices
Bananas es Fresh berri
Applesauce Melon balls
Milk
Try fruit with a couple of tablespoons vanilla yogurt or low fat granola for a more filling snack.
s Orange section
Raisins butter ks with peanut Celery stic ith hummus red peppers w Sliced colo w fat dip cumbers with lo cu r o ts o rr ca Baby
Trail mix with nuts*, seed s, whole grain cereal, and dried fruit Plain rice cakes – Spread them with your favorite nut butter.
Multigrain pretzels
Whole grain cereal with or without milk (Look for cereals with at least 4 grams of fiber per serving.) Po pcorn
*Note: Some schools are “nut-free zones.” Call your school to see if they have a policy regarding nut allergies.
08/08 R05/10
Classroom Healthy Snack Tally Objective: To encourage students to bring healthy snacks to school. The Healthy Snack Tally is a fun and easy way to discuss healthy snacks in the classroom. Everyone will try to bring in as many healthy snacks as possible.
1.
talking about in g e b to g in o g is ts that the class n e d u st to in la Exp healthy snacks. arent handout. p k c a sn s u io it Send home nutr etermine if d d n a m o ro e d th is time, go aroun k c a sn ember that this g n m ri e u (R d . y k a c d a h sn c a y E lth g a child stand counts as a hea in k k c a a m sn id ’s o d il v a h c to each lthy snacks. Try a e h g in g ra u o c about en y snack’.) h lt a e h n ‘u n a r y. out fo althy Snack Tall e H ss la C e th to ack, add a tally sn y h lt a e h h c a ard For e r of tallies, rew e b m u n d e in hes a predeterm c a re ss la c e th When ee gym time. fr r o ss e c re a xtr the class with e ar round! e y ll a p u it p e Ke
2. 3.
4. 5.
6.
08/08 R06/10
5 A Day Bracelets The Easy Way to Get 5 A Day 5 A Day bracelets are a visual tool to remind you to eat your 5-9 servings of fruits and vegetables every day. Order jelly bracelets online at www.rebeccas.com. Type jelly bracelet into search box.
How to Use 5 A Day Bracelets: 1. Each morning, put all 5 bracelets on your RIGHT wrist. 2. Each time you have a serving of fruit or vegetables, move ONE bracelet to your LEFT wrist. 3. The goal is to get all 5 bracelets on your LEFT wrist by bedtime!
What is a 5 A Day Serving? 1 medium-sized piece of fruit 1 cup raw, leafy salad 1/2 cup chopped fresh or canned fruit 1/2 cup cooked or canned vegetables 3/4 cup (6 fluid ounces) 100% juice 1/4 cup dried fruit (raisins, dried apricots) 1/2 cup cooked beans, peas, or lentils
ggies e V d n a s it u r F e g Mor e with 15 Tips for Eatin half a cantaloup ese. ill F . 12 ttage che with cream
low fat co 7. Stuff celery r. e in tt s u b ie t gg u ve an e d it as a cheese or p 1. Keep choppe ks. hoose dried fru candy C . 13 ac sn ie r an or vegg fridge fo treat, rather th 8. Make a fruit r parties. it u fr d ze si ly or cookies. shish kebab fo 2. Buy individual plesauce). ap s, (fruit cup es or sliced fresh fruit with ap e gr rv e d S d . A 14 . 9 . as en salad al with fruit. cheese wedges apples to chick 3. Top any cere dessert. elet with of frozen 10. Stuff an om es, spinach 4. Add handfuls ps or of pinediced tomato 15. Grill skewers i, tomatoes, veggies to sou apple, zucchin or onions. noodles. and peppers. dip with r bananas to a o s as ie rt rr e gu b yo d d se A . 11 5. U pancake batter. fresh fruit. ranch dressing 6. Use low fat ggies. as a dip for ve
08/08 R06/10
Class Snack Program Choosing healthy foods provides nutritional components necessary for energy, growth and development. Healthy eating also helps children think more clearly and improves their attention span. Students will choose healthful snacks and distinguish the difference between healthy and unhealthy snacks. This is a whole class activity that involves a commitment from the teacher, students and parents.
Overview of the Sn ack
Plan:
1. Each child/family signs up fo r
one school day a month to cont ribute a healthy clas s snack. There are ap proximately 14-20 school days in a mon th, so it should wor k out that each child has one turn a mon th. Make a calendar to keep track of the sn ack days. Post the calend ar in the classroom and send a copy ho me. The calendars can also be used as a to ol to share the past month’s favorite sn acks, snack ideas, an d healthful tips. The result is that al l children are expo sed to a variety of heal thy snacks in a com fortable, relaxed ea ting atmosphere in the classroom.
2.
3.
Procedure: Getting Started 1. Communicate the idea to parents and students. Use surveys, parent letters, and/or hold a meeting. (One teacher’s perspective: “You need most parents to be in favor of the idea to work. I had two parents that could not live with the idea in September and they chose to send in a personal snack for their child daily. By November, both parents changed their minds. One parent said that she made a complete 180-degree change of mind and in the end, she was the biggest snack advocate.”) 2. Work in the classroom to discover the fruits and vegetables that ALL students like, those that MOST students like, and ones they are willing to try. (You will be surprised at how many fruits and veggies they have never tried. Record this information for future student/parent reference.) 3. As a class, research and brainstorm a list of whole grains, dairy, and proteins that would make nutritious snacks. You will find that many families will only select snacks from this list, however some parents do get nutritionally creative. Remember, there will always be parents that will lose the list or never read it. (continued on other side)
Materials: Monthly calendars with snack ideas Utensils, napkins, and paper plates Extra snacks
Notes from a Successful Teacher: Ask parents to put snacks in individual baggies, if appropriate (grapes, crackers, trail mix, etc.). Have students that brought in the snack be involved in passing it out. Make it a habit to thank and compliment the child/family that shared. Have an emergency snack available in the room in the event that a child/family forgets it’s their turn. POSITIVES: Positive #1: All children enjoying eating a similar, healthy snack together. Positive #2: The snack plan benefits families because they only need to think about snack once a month verses daily. Positive #3: It can be very cost effective for families. Positive #4: Children will be exposed to a variety of healthy snacks. Positive #5: Children develop a sense of community as they share snacks with their peers and choose snacks that they feel will be healthy for all. CHALLENGES: Challenge #1: There will be days that families forget, so it’s important to have emergency snacks on hand. Challenge #2: You may have to work around food allergies.
Comments from surveys after one parent of the snack prog year trial ram:
What did you like be st about the community snack id ea? “…only needing snack once a month.” “My child tried new things that he now asks for when we go shopping.” “The excitemen t and feeling of responsibility my ch ild felt when it was her turn was gr eat.” “It was easier fo r me to buy a snac k for the whole classr oom once a month, instead of bu ying several different snacks for my child to bring for the month.”
Contributed by Karen MacKenzie, 2nd Grade Teacher at Gov. John Fairfield School, Saco, ME
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(Insert Month) 1
MONDAY
(Insert name of student who is bringing snack into appropriate day.)
8
2
9
15
Kylie
Asad
Sam
19 Cassidy
25 Cameron
David
Tatianna
Stephanie
FRIDAY
12
18
24
5
Jason
Courteney
Dalton
THURSDAY
11
17
23
4
Carmen
Owen
Taylor
WEDNESDAY
10
16
22
3
M
Nick
29
TUESDAY
(Insert Year)
School Name Here Line 2 School info
Mikala
26 Sarah
30
Snack Ideas: Carrot sticks, celery sticks, raw broccoli, cucumber slices, popcorn, pretzels, whole grain cereal, clementines, apples, bananas, applesauce, kiwifruit, melon, trail mix, yogurt, cheese sticks, milk. â– Please send spoons or paper goods, if needed, with your snack. â– Individual servings in baggies is appreciated, if appropriate.
Teacher
I’ve been caught being... Stickers Download Directions Let’s Go! has developed two different templates which schools can use to print their own stickers as rewards for students when they are caught being healthy or active. The stickers can be printed on standard Avery Labels, size 5160 and prints well in color and B&W. Below is a sample of each sticker:
To download and print the PDF sticker templates and printing directions, visit the school resource page at www.letsgo.org.
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I’ve been caught being... Certificate Download Directions Let’s Go! has developed two different certificates which you can download and print to reward children when they are caught being healthy. The certificates below can be printed on 81/2 X 11paper and print well in color and B&W.
To download and print a PDF certificate, visit our school resource page at www.letsgo.org.
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Tried and True Advice for School Gardeners One of the most important questions we can ask is “where does our food come from?” Investigating this leads us to learn about nutrition, ecology, working conditions, history, and more. Perhaps there is no more important tool to help us explore this question in schools than a garden. Due to rising popularity, we have more and more knowledge about what’s working in school gardens across the country and in Maine. Here are some things we know work. Don’t do this alone, get a committee together. Teachers,
parents, staff, students … Always provide administrators with updates if they are not at the meetings and make friends with your facilities director and crew! They’re the ones who can tell you the best locations, ensure water access, and help order supplies. Designate someone as the garden coordinator. This position can rotate among members. Having someone to ensure that things keep moving forward is vital. Dream! Look at your schoolyard -- parking lots, roof tops, lawns, classrooms. You can grow food everywhere. The more people involved at this stage the better; especially involve students. Draw pictures, come up with a master plan. You may want to get a professional landscape architect or permaculture designer to help you with this process. Start small. You’ve got the big picture -- never lose sight of it, but you have to start somewhere. Build your first few raised beds or get your grow labs for the classroom. Things you will absolutely want to have are: good soil (get it tested if you are going to grow in the ground), at least six hours of sunlight, a water source, and a tool shed. Integrate! Gardens shouldn’t be add-ons, they should be your living classroom. From haikus to chemistry you can address standards in the garden. Plan for summer! There are a lot of ways to take care of the garden in the summer, from volunteers and integration with summer school programs, to building a summer camp based on being in the garden. Make a plan based on what assets your school has or develop new ones. I know one school that installed an automated drip irrigation system to reduce the need for summer volunteers. Promote your garden. Send out media alerts when you are building your garden, harvesting, or doing anything that includes a photo opportunity. Use your food. Use it for snacks in the classroom, in the cafeteria, send it home with students, or donate to pantries.
Coordinate with your food service professionals. Ask them what they would like to
use fresh out of the gardens and incorporate these plants into your plan. Build a budget. This will help you when speaking with administrators or applying for grants. Search the web for grant opportunities (e.g., www.kidsgardening.org) and call your local Healthy Maine Partnership to explore local funding opportunities. Contact local businesses and ask how they might support your work -- they may be excited to provide supplies or cash. Have fun and be creative when planning fundraisers--from bulb and seedling sales to locally grown dinners have been successful ways to raise significant money. Get in touch with your Cooperative Extension office for free workshops and materials. Add your garden to the Maine School Garden Network and stay in touch to learn about networking and educational events. Make friends with a farmer to consult with as problems arise. Buy a copy of “How to Grow a School Garden” by Arden Bucklin-Sporer and Rachel Kathleen Pringle for a comprehensive guide covering everything from designing a garden to teaching in a garden. At the end of the day, school gardens succeed because people and schools are committed, and integrate them as much as possible with school culture.
Have fun and let us know what tips you come up with! Written by Adam Burk, Program Coordinator for Sustainable Community Health, Communities Putting Prevention to Work, PROP-
People's Regional Opportunity Program Over the past year Adam has supported ten school gardens including five new ones through the Healthy Lakes’ Communities Putting Prevention to Work grant. He holds a master’s in education for sustainability from Goddard College.
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08/08 R06/10
Making Sense of Portion Sizes Finding it hard to determine what a serving or portion size is? Below are some ways you can picture a serving or portion size using everyday objects. Note: hand and finger sizes vary from person to person! These are GUIDES only. The bread, cereal, rice and pasta group 1 cup of potatoes, rice, pasta - is a tennis ball, ice cream scoop 1 pancake - is a compact disc (CD) 1/2 cup cooked rice - is a cupcake wrapper full 1 piece of cornbread - is a bar of soap 1 slice of bread - is an audiocassette tape 1 cup of pasta, spaghetti, cereal - is a fist 2 cups of cooked pasta - is a full outstretched hand
The vegetable group 1 cup of green salad - is a baseball or a fist 1 baked potato - is a fist 3/4 cup tomato juice - is a small Styrofoam cup 1/2 cup cooked broccoli - is a scoop of ice cream, a light bulb 1/2 cup serving - is 6 asparagus spears; 7 or 8 baby carrots or carrot sticks; 1 ear
of corn on the cob The fruit group 1/2 cup grapes (15 grapes) - is a light bulb 1/2 cup of fresh fruit - is 7 cotton balls 1 medium size fruit - is a tennis ball or a fist 1 cup of cut-up fruit - is a fist 1/4 cup raisins - is a large egg
The milk, yogurt and cheese group 1-1/2ounces of cheese - is a 9-volt battery, 3 dominoes or your index and middle fingers 1 ounce of cheese - is a pair of dice or your thumb 1 cup of ice cream - is a large scoop the size of a baseball
The meat, poultry, fish, dry beans, eggs and nut group 2 tablespoons of peanut butter - is a ping-pong ball 1 teaspoon of peanut butter - is a fingertip 1 tablespoon of peanut butter - is a thumb tip 3 ounces cooked meat, fish, poultry - is a palm, deck of cards, cassette tape 3 ounces grilled/baked fish - is a checkbook 3 ounces cooked chicken - is a chicken leg and thigh or breast
Fats, oils and sweets 1 teaspoon butter, margarine - is the size of a stamp as thick as your finger or thumb tip 2 tablespoons salad dressing - is a ping-pong ball
Snack foods 1 ounce of nuts or small candies - is one handful 1 ounce of chips or pretzels - is two handfuls 1/2 cup of potato chips, crackers or popcorn - is one man's handful 1/3 cup of potato chips, crackers or popcorn - is one woman's handful
Serving dishes/utensils 1/2 cup - is a small fruit bowl, a custard cup or mashed potato scoop 1-1/2 cups - is a large cereal/soup bowl 1-1/2 cups of pasta, noodles - is a dinner plate, not heaped 1/2 cup of pasta, noodles - is a cafeteria vegetable dish
You might want to know that... 1 cupped hand holds 2 tablespoons of liquid if you don't have measuring spoons 1 slice of bread is one ounce or 1 serving; some rolls or bagels weigh 3 to 5 ounces or more making them equal to 3 to 5 servings of bread.
Compiled by Ellen Schuster, M.S., R.D., Oregon State University Extension Service, 3/97
07/11 R02/12
Let's eat for the health of it
Dairy Fruits
Vegetables
Grains
Protein
ChooseMyPlate.gov
Start by choosing one or more tips to help you...
Build a healthy plate
Cut back on foods high in solid fats, added sugars, and salt
Eat the right amount of calories for you
Be physically active your way
4Build a healthy plate Before you eat, think about what goes on your plate or in your cup or bowl. Foods like vegetables, fruits, whole grains, low-fat dairy products, and lean protein foods contain the nutrients you need without too many calories. Try some of these options.
Make at least half your grains whole. • Choose 100% wholegrain cereals, breads, crackers, rice, and pasta.
Make half your plate fruits and vegetables.
• Check the ingredients list on food packages to find whole-grain foods.
• Eat red, orange, and dark-green vegetables, such as tomatoes, sweet potatoes, and broccoli, in main and side dishes.
Vary your protein food choices.
• Eat fruit, vegetables, or unsalted nuts as snacks—they are nature’s original fast foods.
• Twice a week, make seafood the protein on your plate.
Switch to skim or 1% milk. • They have the same amount of calcium and other essential nutrients as whole milk, but less fat and calories. • Try calcium-fortified soy products as an alternative to dairy foods.
• Eat beans, which are a natural source of fiber and protein. • Keep meat and poultry portions small and lean. Keep your food safe to eat—learn more at www.FoodSafety.gov.
4Cut back on foods high in solid fats, added sugars, and salt Many people eat foods with too much solid fats, added sugars, and salt (sodium). Added sugars and fats load foods with extra calories you don’t need. Too much sodium may increase your blood pressure.
Eat fewer foods that are high in solid fats. • Make major sources of saturated fats—such as cakes, cookies, ice cream, pizza, cheese, sausages, and hot dogs—occasional choices, not everyday foods.
Choose foods and drinks with little or no added sugars.
• Select lean cuts of meats or poultry and fat-free or low-fat milk, yogurt, and cheese.
• Drink water instead of sugary drinks. There are about 10 packets of sugar in a 12-ounce can of soda.
• Switch from solid fats to oils when preparing food.*
• Select fruit for dessert. Eat sugary desserts less often. • Choose 100% fruit juice instead of fruit-flavored drinks. Look out for salt (sodium) in foods you buy— � it all adds up.
• Compare sodium in foods like soup, bread, and frozen meals—and choose the foods with lower numbers. • Add spices or herbs to season food without � adding salt. �
*Examples of solid fats and oils Solid Fats
Oils
Beef, pork, and chicken fat Butter, cream, and milk fat Coconut, palm, and palm kernel oils Hydrogenated oil Partially hydrogenated oil Shortening Stick margarine
Canola oil Corn oil Cottonseed oil Olive oil Peanut oil Safflower oil Sunflower oil Tub (soft) margarine Vegetable oil
4Eat the right amount of calories for you � Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. People who are successful at managing their weight have found ways to keep track of how much they eat in a day, even if they don’t count every calorie. Enjoy your food, but eat less. • Get your personal daily calorie limit at www.ChooseMyPlate.gov and keep that number in mind when deciding what to eat. • Think before you eat…is it worth the calories? • Avoid oversized portions. • Use a smaller plate, bowl, and glass.
Cook more often at home, where you are in control of what’s in your food. When eating out, choose lower calorie menu options. • Check posted calorie amounts. • Choose dishes that include vegetables, fruits, and/or whole grains. • Order a smaller portion or share when eating out. Write down what you eat to keep track of how much you eat. If you drink alcoholic beverages, do so sensibly—limit to 1 drink a day for women or to 2 drinks a day for men.
• Stop eating when you are satisfied, not full.
4Be physically active your way � Pick activities that you like and start by doing what you can, at least 10 minutes at a time. Every bit adds up, and the health benefits increase as you spend more time being active.
Note to parents What you eat and drink and your level of physical activity are important for your own health, and also for your children's health. You are your children’s most important role model. Your children pay attention to what you do more than what you say. You can do a lot to help your children develop healthy habits for life by providing and eating healthy meals and snacks. For example, don’t just tell your children to eat their vegetables—show them that you eat and enjoy vegetables every day.
Use food labels to help you make better choices
Most packaged foods have a Nutrition Facts label and an ingredients list. For a healthier you, use this tool to make smart food choices quickly and easily. Check for calories. Be sure to look at the serving size and how many servings you are actually consuming. If you double the servings you eat, you double the calories. Choose foods with lower calories, saturated fat, trans fat, and sodium. Check for added sugars using the ingredients list. When a sugar is close to first on the ingredients list, the food is high in added sugars. Some names for added sugars include sucrose, glucose, high fructose corn syrup, corn syrup, maple syrup, and fructose.
Dietary Guidelines for Americans Dietary Guidelines for Americans U.S. Department of Agriculture U.S. Department of Health and Human Services www.dietaryguidelines.gov
The Dietary Guidelines for Americans, 2010 are the best science-based advice on how to eat for health. The Guidelines encourage all Americans to eat a healthy diet and be physically active.
For more information, go to:
Improving what you eat and being active will help to reduce your risk of chronic diseases such as diabetes, heart disease, some cancers, and obesity. Taking the steps in this brochure will help you follow the Guidelines.
• www.Health.gov/paguidelines
• www.DietaryGuidelines.gov • www.ChooseMyPlate.gov
• www.HealthFinder.gov
USDA Publication number: Home and Garden Bulletin No. 232-CP HHS Publication number: HHS-ODPHP-2010-01-DGA-B June 2011 The U.S. Departments of Agriculture and Health and Human Services are equal opportunity providers and employers.
10 tips
choose MyPlate 10 tips to a great plate
Nutrition
Education Series
Making food choices for a healthy lifestyle can be as simple as using these 10 Tips. Use the ideas in this list to balance your calories, to choose foods to eat more often, and to cut back on foods to eat less often.
1
balance calories
Find out how many calories YOU need for a day as a first step in managing your weight. Go to www.ChooseMyPlate.gov to find your calorie level. Being physically active also helps you balance calories.
2
enjoy your food, but eat less
Take the time to fully enjoy your food as you eat it. Eating too fast or when your attention is elsewhere may lead to eating too many calories. Pay attention to hunger and fullness cues before, during, and after meals. Use them to recognize when to eat and when you’ve had enough.
3
avoid oversized portions
Use a smaller plate, bowl, and glass. Portion out foods before you eat. When eating out, choose a smaller size option, share a dish, or take home part of your meal.
4
foods to eat more often
5
They have the same amount of calcium and other essential nutrients as whole milk, but fewer calories and less saturated fat.
7
make half your plate fruits and vegetables
Choose red, orange, and dark-green vegetables like tomatoes, sweet potatoes, and broccoli, along with other vegetables for your meals. Add fruit to meals as part of main or side dishes or as dessert.
Center for Nutrition Policy and Promotion
make half your grains whole grains
To eat more whole grains, substitute a whole-grain product for a refined product—such as eating wholewheat bread instead of white bread or brown rice instead of white rice.
8
foods to eat less often
Cut back on foods high in solid fats, added sugars, and salt. They include cakes, cookies, ice cream, candies, sweetened drinks, pizza, and fatty meats like ribs, sausages, bacon, and hot dogs. Use these foods as occasional treats, not everyday foods.
9
Eat more vegetables, fruits, whole grains, and fat-free or 1% milk and dairy products. These foods have the nutrients you need for health—including potassium, calcium, vitamin D, and fiber. Make them the basis for meals and snacks.
6
switch to fat-free or low-fat (1%) milk
compare sodium in foods
Use the Nutrition Facts label to choose lower sodium versions of foods like soup, bread, and frozen meals. Select canned foods labeled “low sodium,” ”reduced sodium,” or “no salt added.”
10
drink water instead of sugary drinks
Cut calories by drinking water or unsweetened beverages. Soda, energy drinks, and sports drinks are a major source of added sugar, and calories, in American diets.
DG TipSheet No. 1 June 2011
Go to www.ChooseMyPlate.gov for more information.
USDA is an equal opportunity provider and employer.
Center for Nutrition Policy and Promotion
Center for Nutrition Policy and Promotion
“My students liked the lessons and I think the guide is easy to use and has clear directions.” —Elementary Physical Education Teacher
“I thought the lesson extensions were excellent and integrated.” —Elementary Teacher
Educators can get started @
Snapshot
HealthierGeneration.org/ReadB4UEat On this Web page, educators will find materials for implementing the lessons, and being part of the ReadB4UEat community.
The ReadB4UEat! Nutrition and Technology Lessons, found at www.HealthierGeneration.org/ ReadB4UEat, are designed for children and youth in grades 5-7. The Alliance for a Healthier Generation developed this Teacher Guide primarily to offer information and experience in reading food labels and practicing healthy eating behaviors.
About the ReadB4UEat! Teacher Guide The ReadB4UEat! Teacher Guide may be used in grades 5-7 as a stand-alone set of lessons when teaching nutrition education or incorporated into a comprehensive health education curriculum. The Teacher Guide provides: •
10 lessons with multiple activities, lesson extensions, integration ideas and more!
•
Technology ideas and related links
•
Lessons aligned with the National Health Education Standards
•
Handouts and student worksheets included in the back of each lesson
•
Appendices as additional resources
Using the Teacher Guide Each lesson outlines materials and preparation needed, and the time suggested for completing activities. Step-by-step instructions are provided. Teachers should feel free to select and adapt the materials to their audiences, settings and timeframes. “These lessons are user friendly and excellent. This definitely makes teaching health a lot easier for teachers.” —5th Grade Science Teacher
“I like the worksheets in all the lessons; the kids will have fun doing them. The lessons allow good opportunities for group work and interaction among students.” —Middle School Health Education Teacher
“I really like how these lessons carry over into other subjects.” —Middle School Health Education Teacher
"The students were on task and the activities were challenging, yet developmentally appropriate for my fifth graders.” —Elementary Science Teacher
The Alliance for a Healthier Generation was founded by the American Heart Association and the William J. Clinton Foundation. The goal of the Alliance is to reduce the prevalence of childhood obesity by 2015 and to empower kids nationwide to make lifelong, healthy choices. Schools that implement the Teacher Guide for the ReadB4UEat! Nutrition and Technology Lessons will address the healthy eating skills instruction component within the Alliance’s Healthy Schools Program Framework for Health Education. For more information on the Healthy Schools Program and the Framework visit www.HealthierGeneration.org/ schools.
March is National Nutrition Month®! Celebrate National Nutrition Month® at your site! National Nutrition Month® is a nutrition education and information campaign created annually in March by the American Dietetic Association. The campaign focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits.Visit www.eatright.org/nnm/ for more information. This is a great month to get your kids involved in healthy shopping and cooking! Let kids help select, wash, chop,
snap, peel, stir, measure and mash fruits and vegetables you are preparing for meals and snacks Play games that teach about healthy eating. Check out foodchamps.org for ideas Pick stories to read that talk about healthy eating Try a new healthy food each week (like a fruit, vegetable, bean, whole grain, lean meat/poultry/fish, or low fat dairy product) Make a picture collage of all the healthy foods your family likes to eat Take a recipe you like and experiment to see if you can make it healthier
Check out www.fruitsandveggiesmorematters.org for some great recipe ideas!
07/11 R02/12
Community Relations Donation Request Form To be completed by organization representative Please attach the following information on organization letterhead: Detailed description of the event/organization to be sponsored Description of all sponsorship levels and benefits Enclose a signed copy of your organization’s W-9.
Date of application:
+
Date response needed:
Event Date(s):
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Organization:
Event:
Location:
Primary Contact:
Telephone: E-mail:
Ext:
Fax: Website: www:
Physical (Street) Address: Mailing address: Suite/Flr/Unit#:
City:
State:
Hannaford stores in proximity (list):
Attendees/Participants Daily Attendance:
Zip: Total Event:
Amount: $ Gift Card(s):Qty Amt/ea: $ Product (List here or attach request):
Type of Support Requested
ARTWORK SIGNAGE REQUESTED (check/fill out all that apply - attach details for additional needs) Logo – Date needed: Ad – Date needed: *minimum of 3 weeks from due date required for processing
*minimum of 2 weeks from due date required for processing
Width: (Check one):
Width: (Check one):
Height: Blk&White or
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Eat at least five fruits and vegetables a day.
t h g u o h t r o f d o Fo What is a serving? Adults ll size of a tennis ba A whole fruit the s d fruit or veggie 1/2 cup of choppe y greens 1 cup of raw, leaf uits 1/4 cup of dried fr Kids their hand Size of the palm of seasons Choose with the on ies that are in seas ays available Buy fruits and vegg d veggies are alw an ts ui fr en oz fr lt or fat. Don’t forget that t any added sugars, sa ou ith w e os th se oo ce; ch and are a healthy choi
Redy’s Rules Try it!
Try the three bite rule. Offer new fruits and veggies different ways and try at least three bites each time—it can take 7 to 10 tries before you like a new food.
Many fruits and veggies taste great with a dip or dressing. Try a low fat salad dressing with yogurt or get protein with peanut butter.
Make a fruit smoothie with low fat yogurt.
Mix it!
Add them to foods you already make, like pasta, soups, casseroles, pizza, rice, etc.
Add fruit to your cereal, pancakes, or other breakfast foods.
Be a good role model for your family and have at least one veggie at every meal.
Slice it!
Wash and chop veggies and fruits so they are ready to grab and eat.
Most people prefer crunchy foods over mushy ones. Enjoy them fresh or lightly steamed.
Did you know? A diet rich in frui ts an vegetables provides d vitamins and miner als, important for supp orting growth and develo pment, and for optim al immune function. Family mealtime:
• Do Do reate notno stim untdeun ate the resde tim the im po rtanc importance of fam ily me:eatak of e family mealtim l- e timmi e;nu tates ke to10sit-15 minute 10-15 s er. to down togeth sit down to ther. Get your family ge involved with meal • Get your fam planning and prepaily involved with meal planning.ration.
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08/08 R04/11
Go Foods, Slow Foods, Whoa Foods Lots of kids want to know which foods to eat to be healthy. Here’s something kids can do to eat healthier: Learn the difference between Go, Slow, and Whoa foods.
● Go Foods ● Slow Foods ● Whoa Foods
You probably know that foods fit into different categories. The USDA puts them into these categories (visit www.ChooseMyPlate.gov for the newest data): Grains ■ Milk and dairy products ■
Vegetables ■ Meat, beans, fish, and nuts ■
Fruits ■ Oils ■
But now, foods can be classified in three new groups: Go, Slow, and Whoa. In 2005, the U.S. National Heart, Lung, and Blood Institute (part of the National Institutes of Health) suggested kids start thinking about whether foods are Go foods, Slow foods, or Whoa foods.
Go Foods
Slow Foods
Whoa Foods
These are foods that are good to eat almost anytime. They are the healthiest ones. Example: skim & low fat milk; some fruits & veggies. See the back of this sheet for more examples.
These are sometimes foods. They aren’t offlimits, but they shouldn’t be eaten every day. At most, eat them several times a week. Example: waffles and pancakes.
These foods should make you say exactly that— Whoa! Should I eat that? Whoa foods are the least healthy and the most likely to cause weight problems, especially if a person eats them all the time. That’s why Whoa foods are oncein-a-while foods. Example: french fries.
For a chart of Go, Slow, and Whoa foods, visit http://www.kidshealth.org/kid/stay_healthy/food/go_slow_whoa.html
● Go Foods ● Slow Foods ● Whoa Foods Go Foods
Slow Foods
Whoa Foods
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Baby carrots
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100% fruit juice
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French fries
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Celery sticks
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■
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Snap peas
Fruits canned in light syrup
Fruits canned in heavy syrup
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Grape tomatoes
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White bread
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Doughnuts
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Apples
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Muffins
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Cherries
French toast, waffles, and pancakes
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Whole milk
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Fried hamburgers
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Tuna canned in oil
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Melon
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Oranges
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Chicken nuggets
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Peaches
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Cookies
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Pears
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Ice cream
■
Whole grain breads
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Low fat and skim milk
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Chicken and turkey without skin
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Lower fat cheese and yogurt
■
Water
08/08 R07/11
Healthy Kids’ Snacks Snacks are a bigger part of kids’ diets than in the past. Snacks can make positive or negative contributions to kids’ diets — depending on the choices we offer. Next time your children say, “I’m hungry,” or if you need to get them through to the next meal, reach for one of these healthy snacks.
Vegetables Most of the snacks served to children should be fruits and vegetables, since most kids do not eat the recommended five to thirteen servings of fruits and vegetables each day. Popular vegetables that can be served raw with dip or salad dressing include: • Broccoli • Baby carrots • Celery sticks • Cucumber • Peppers • Snap peas • Snow peas • String beans • Grape or cherry tomatoes • Yellow summer squash • Zucchini slices
Low Fat Dairy Foods Dairy foods are a great source of calcium, which can help to build strong bones. However, dairy products also are the biggest sources of artery-clogging saturated fat in kids’ diets. To protect children’s bones and hearts, make sure all dairy foods are low fat or nonfat. • Yogurt • Lower fat cheese • Low fat pudding and frozen yogurt – Serve only as occasional treats because they are high in added sugars.
dressings such For dips: Try salad nd Island, ousa as nonfat ranch or Th an dips, , be store-bought light dips ch comes (whi guacamole, hummus salsa, or ), rs vo in dozens of fla peanut butter.
Fruit Fruit is naturally sweet, so most kids love it. Fruit can be served whole, sliced, cut in half, cubed, or in wedges. Canned, frozen, and dried fruits often need little preparation. • Apples • Apricots • Bananas • Blackberries • Blueberries • Cantaloupe • Cherries • Grapefruit • Grapes (red, green, or purple) • Honeydew melon • Kiwifruit • Mandarin oranges • Mangoes • Nectarines • Oranges • Peaches • Pears (continued on other side)
01/09 R03/10
Tasty Snacks for Healthy Kids Some Preparation Required:
No Prep Snacks:
• Veggies & Dip: baby carrots, cucumber slices, red pepper slices, chopped broccoli, cherry tomatoes, or celery sticks served with hummus, low fat salad dressing, or other low fat dip • Vegetable Sticks with Spread: celery or carrot sticks with 2 tablespoons peanut butter or low fat cream cheese • Snack Kabobs: veggie or fruit chunks skewered onto thin pretzel sticks • Sweet Potato Fries: baked sweet potato wedges, tossed lightly w/olive oil and salt • Low Fat Cottage Cheese or Yogurt with Fruit and/or Granola: try using fresh grapes, berries, or canned peaches • Apple Treats: sprinkle apple chunks with cinnamon and/or raisins or granola, then mix in 1 tablespoon peanut or almond butter • Homemade Popsicles: made with 100% fruit juice or low fat yogurt • Chips & Salsa: use whole grain baked pita chips or baked tortilla chips. Also try chips with low fat bean dip • Taco Roll-up: small whole wheat tortilla rolled w/low fat cheese, beans & salsa • Turkey Roll-up: lean turkey slice rolled up with low fat cheese • Mini Pizzas: toast pita bread or half of a whole wheat English muffin w/tomato sauce, cheese, and chopped vegetables • Mini Bagel with Spread: try 1 tablespoon light cream cheese, peanut butter, or hummus • Mini Sandwiches: use 1 slice whole wheat bread, pita bread, or several whole grain crackers. Fill or top with: peanut butter & jelly, low fat cheese & cucumber slices, or tuna salad made with low fat mayonnaise
• Whole Fruit: grapes, apples, bananas, etc. • Fruit Salad: 1/2 cup store-bought, fresh fruit, unsweetened canned fruit, or snack cup • Frozen Fruit: 1/2 cup berries, etc. • Dried Fruit: 1/3 cup • Apple Sauce: 1 snack cup (unsweetened) • Nuts: 1/3 cup of nuts such as almonds, peanuts, cashews, or mixed nuts • Cheese: low fat string cheese, or 2 slices low fat cheese (like Cabot Creamery) • Yogurt: 1 squeezable low fat yogurt (like Stonyfield Farm), or 1 low fat yogurt container (6 oz.) • Pudding: 1 nonfat or low fat snack cup • Granola/Fruit Bar: 1 low fat, whole grain bar • Cereal: 1 cup whole grain cereal (like Cheerios or Multigrain Chex) • Trail Mix: 1/3 cup made with nuts, seeds, low fat granola, and dried fruit • Pretzels: about 20 tiny twists • Popcorn: 2 cups “light” microwave popcorn (without butter) • Baked Chips: (like Frito-Lay potato chips or Doritos) • Cookies: Frookie Animal Frackers (10-15 cookies) or 3 Fig Newtons, Teddy Grahams (1 snack pack or 24 grahams) • Fruit Smoothies: store-bought (like Silk or Stonyfield brand) or homemade with fresh or frozen fruit and low fat milk or yogurt
Beverages: • Water • Milk (1 cup low fat milk or soy milk) • 100% Fruit Juice (no more than 6 oz. a day) • 100% Fruit Juice with Club Soda/Seltzer
(continued on other side)
08/08 R06/10
(continued from other side)
Kids are active and growing and may need a snack between meals (about every 3-4 hours), if they get hungry.1 Discourage kids from eating snacks before meals and eating when they are not hungry. Help kids develop good habits by modeling healthful eating behaviors, and providing opportunities for physical activity (at least 1 hour every day).
Guidelines: • Keep beverage choices healthful. Choose low fat milk (1 cup serving), water, and moderate amounts of 100% fruit juice (the American Academy of Pediatrics recommends no more than a 4-6 oz. serving of 100% fruit juice a day for ages 1-6 and no more than an 8-12 oz. serving for ages 7-18). Flavored low fat milk or soy milk is also a great alternative. • Avoid soda, sweetened juice drinks, and sports drinks! • Look for snacks that have at least 2 grams of fiber per serving listed on the nutrition label. • Choose whole grain snacks as much as possible. Look for the word “whole” as one of the first ingredients on the product label. • Keep fresh fruits and veggies readily available. Wash and prepare snacks such as carrot and celery sticks ahead of time, then keep in the refrigerator for easy snacking later. • Choose low fat dairy products (for children over age 2), like low fat cheese, cottage cheese, sour cream, yogurt, and milk. • Aim for snacks low in fat, sugar and sodium. The Mayo Clinic recommends choosing snacks that have close to 5% of the daily value for fat, sugar, and sodium, and not more than 20% (this is listed on the nutrition facts label)—except nuts and nut butters, as they contain a healthy type of fat. • Snacks that include at least two of the major food groups are best (grains, meats & beans, milk, fruits, and vegetables). For example, an apple with peanut butter, cottage cheese with peaches, or carrot sticks with hummus. • Make it a good habit for kids to brush their teeth or at least rinse their mouths with water after they finish eating snacks. Sugary snack foods that stick in the teeth pose the greatest risk for tooth decay.
Food Allergies: Some people have food allergies or intolerances. Food allergies or intolerances can cause reactions such as sneezing, coughing, nausea, vomiting, diarrhea, hives, rapid heart rate, shortness of breath, and rashes. People who have severe food allergies may not be able to touch or be in the same room with the food allergen. People with mild food allergies usually only need to refrain from eating the food, but can be near it. Food allergies are most often caused by proteins in milk, eggs, corn, nuts (especially peanuts), seafood, soy products, and wheat. Other foods frequently identified with bad reactions include meat and meat products, fruits, and cheese. Food intolerances are caused by an individual’s inability to digest certain foods. Intolerances have adverse reactions to food that do not involve an allergic response. Generally, larger amounts of a food are required to produce the symptoms of an intolerance than to trigger allergic symptoms.
Mayo Foundation for Medical Education and Research 2004
1
Developed by the Children in Balance initiative at the Friedman School of Nutrition Science and Policy of Tufts University
08/08 R06/10
Healthy Shopping On A Budget Healthy shopping on a budget takes planning! Planning helps you SAVE TIME, MONEY, and EAT HEALTHIER.
Tips:
Make a list and stick to it – this helps you avoid impulse buys that are usually unhealthy and expensive.
Shop mostly the perimeter of the store – spend most of your grocery budget on natural foods found around the outside of the store like fruits, vegetables, dairy and protein foods that are good for your body. Limit your shopping in the middle isles to staples like pasta, canned tuna, and peanut butter, avoiding other expensive manufactured, and often unhealthy, packaged foods.
Shop when you are NOT hungry or stressed – people who shop when hungry or stressed tend to not only buy MORE food but also unhealthier food.
Compare unit prices – bigger is not always better! Use the unit price to compare similar products and make sure you’re getting the best deal. The unit price is the cost per a standard unit (like ounce or pound) and is usually found on a sticker on the shelf beneath the product.
Weigh the cost of convenience – if food tends to rot in your fridge before you prepare it, then you could actually save money by purchasing fresh fruits and veggies that have been washed and chopped for you.
Try frozen and canned – canned and frozen produce keeps for a long time and may be cheaper per serving than fresh. For frozen, make sure you look for items with no added sauces or sugar. For canned, choose fruit canned in 100% juice and vegetables that are labeled either “low sodium” or “no added salt”.
Use store flyers to plan your menu – save money by planning your menu around what fruits, vegetables and other items are on sale each week and save time by already knowing what you are going to make for dinner each night.
Try store brands – store brands on average are cheaper by about 26% to 28% and their quality usually at least meets, and often surpasses, that of name brand products.
Shop in season – buying fruits and vegetables in season generally means your food not only tastes better, but is more nutritious and more affordable.
Buy in bulk when foods are on sale – frozen and canned produce, and some fresh items like apples and carrots will last a long time. If you have the storage space, stock up on the foods you eat regularly when they are on sale to save some money.
07/11 R02/12
IL TA
Hannaford Supports Healthy Kids & Families Did you know? Hannaford features registered dietitians in over 50 of our stores, offering FREE nutrition services like: • Weekly demos on a variety of nutrition topics • Healthy store tours & classes for your school, work, or community group • Help with special dietary needs • Meal planning and recipe ideas • Reading food labels and understanding portion sizes • Community presentations • School visits for nutrition education
Meet our Hannaford Dietitians.
To see a complete list of stores with Hannaford Dietitians and view their monthly schedule of free in-store events, visit hannaford.com/dietitians. You can also send your nutrition question in a private message to our online registered dietitian, Kris Lindsey, or chat with Kris on the Hannaford Facebook page every Wednesday at noon!
Let the stars be your guide! One Star means
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Guiding Stars® is an easy-to-use navigation system at Hannaford that helps you find foods with more nutrition. Just look for the special shelf tags while you shop. All items in our stores have been reviewed for Guiding Stars except bottled water, alcoholic beverages, coffee, tea and spices. Many items don’t qualify for any Guiding Stars – that doesn’t mean they’re bad for you: it just means that they have less nutritional value than other foods.
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For more information about Guiding Stars, visit hannaford.com/guidingstars.
Understanding Food Labels What can I use the Nutrition Facts label for? Getting a general idea about what’s in a food (i.e. how nutritious a food is). Figuring out what counts as one serving and how many calories are in each serving. Comparing two similar products to choose the healthiest option.
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QUICK GUIDE TO % DAILY VALUE ·5% or less is Low ·20% or more is High. Use the % Daily Value to compare similar foods and choose the healthiest option.
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Watch out for these common misconceptions: Assuming sugar-free or fat-free means calorie-free; it’s not true! Buying something because it says “organic”, “natural”, “multigrain” or has some other “healthy” claim. These statements do not mean a product is good for you! Assuming that because a package looks like it should only be one serving it actually is. Many beverage bottles and packages of chips, cookies and candy are actually 2 or 3 servings! Resources: www.fda.gov/food/labelingnutrition/consumerinformation/default.htm
07/11 R02/12
Maine Seasonal Food Guide What are the advantages of knowing which foods are in season? Buying fruits and vegetables that are in season means getting them at their freshest and saving money. Buying from local farms also means supporting our local farmers and their ability to produce nutritious, fresh food. The chart below lists what produce is available locally depending on the time of year. January to April Apples, Dry Beans, Beets, Cabbage, Carrots, Celeriac, Leeks, Onions, Parsnip, Potatoes, Rutabaga, Sweet Potatoes, Turnip, Winter Squash, Garlic May to June Rhubarb, Asparagus, Radishes, Salad Turnips, Scallions, Peas, Fiddleheads, Chives and Parsley, Greens July to August Berries (strawberries, raspberries, blueberries, blackberries), Plums, Peaches, Earliest Apples, Melons, Beets, Broccoli, Cabbage, Carrots, Cauliflower, Celery, Cucumbers, Eggplant, Fennel, Green Beans, Greens, Leeks, Onions, Scallions, Shallots, Peas, Peppers, Potatoes, Radishes, Salad Turnips, Summer Squash, Zucchini, Tomatoes, Garlic – scapes and bulbs September to October Apples, Pears, Cranberries, Melons, Raspberries, Broccoli, Broccoli Raab, Brussel Sprouts, Cabbage, Cauliflower, Kohlrabi, Celeriac, Celery, Sweet Corn, Cucumbers, Fennel, Greens, Leeks, Onions, Scallions, Shallots, Beets, Carrots, Parsnips, Potatoes, Rutabaga, Sweet Potato, Turnips, Radishes, Salad Turnips, Green Beans, Shell Beans, Soy Beans (edamame), Summer Squash, Zucchini, Eggplant, Peppers, Tomatillos, Tomatoes, Winter Squash, Pie Pumpkins, Garlic November to December By this time of year, most local produce is coming from cold storage although you may be able to find some fresh greenhouse-grown products at your winter farmer’s market.
Apples, Pears, Dry Beans, Beets, Brussel Sprouts, Cabbage, Carrots, Celeriac, Late season greens (like kale and spinach), Kohlrabi, Leeks, Onions, Parsnips, Potatoes, Radishes, Rutabaga, Sweet Potatoes, Turnips, Winter Squash, Garlic Maine-produced foods that are in season all year long: FRUIT: Blueberries & Apples VEGETABLES: Potatoes, Carrots, Beets and Beet Greens, Garlic, Salad & Braising Greens, Tomatoes, Winter Squash, Cabbage, Onions DAIRY: Milk & Cheese PROTEIN: Eggs, Ground Meat, Seafood, Dry Beans GRAINS: Wheat Where to find local foods through the winter: Winter Farmers Market, Winter CSA (Community Support Agriculture), Natural Food Store, Local Food Coop (visit www.mofga.org and click on “Directories” for more information) Resource: www.mofga.org
07/11 R06/12
Non-Food Rewards at Home How can you celebrate a job well done without using food treats? Here are ways to reward your child: Make a list of fun, non-food rewards that don’t cost much and post it where the whole family can see it. Have a separate list of special and inexpensive rewards for those really big achievements. Give certificates or ribbons for healthy behaviors. Allow your child to have a few friends over after school to play sports. Invite a few of their friends to a sleepover. Have a family game night. Keep a box of special toys or art supplies that can only be used on special occasions. Go to a sports game.
Words of appre ciatio can go a long w n a Children love to y. hear “ You did a gr eat job” or “I appreciate your help.”
Camp out in the back yard. Encourage the use of electronics that support physical activity, like Dance Dance Revolution. Choose toys and games that promote physical activity like jump ropes, balls, or Skip-Its.
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08/08 R07/11
Celebration Letter to Parents Date: School: Classroom: Dear Parents and Families, Our school is participating in an exciting initiative called 5210 Goes to School. 5210 Goes to School is a healthy lifestyle program based on an easy-to-remember message which stands for:
As a part of our efforts towards health and wellness, our classroom is addressing the kinds of celebrations we have in the classroom. School celebrations and events are exciting and important for students and staff. Birthday parties and holiday celebrations provide a unique opportunity to help make healthy eating fun and for children to practice wise food choices. As a school, we are encouraging healthy celebration treats, like: ■ Fruit and Cheese Kabobs – Put grapes, melons, cheese cubes, and berries onto a wooden kabob stick. ■ Make Your Own Trail Mix – Provide bags of granola, dried fruit, and nuts for students to make their own trail mix. ■ Fruit Smoothies – Show up at snack time with a blender, frozen fruit, and yogurt! (Be sure to make arrangements with the teacher first!) ■ Yogurt Parfaits – Layer granola, fruit, and yogurt in plastic cups. Send in on a tray covered with plastic wrap. ■ Vegetable or Fruit Platters with Low Fat Dip As a school, we are also focusing on nonfood ways to celebrate our students. On your child’s birthday, we will celebrate them in nonfood ways, like having them wear a special hat, sash, or letting them lead class activities. Please help us promote a healthy school environment and healthy kids! Sincerely,
08/08 R06/13
Breakfast Is Best! Boost your energy and brain power! Why eat breakfast every day? It will give you the energy you need to start your day. It is “fuel” for the body! It can help you do better in school! It can help you feel and act your best! It can help with weight control and keep you healthy! Not hungry in the morning? Try a variety of Start small… try: healthy foods! a cup of low fat fruited yogurt Find the ones a piece of fruit such as a banana, orange or apple YOU like! a bowl of wholegrain cereal with low fat milk a slice of wholewheat toast with peanut butter and a glass of low fat milk
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innamon, apple oatmeal with c f low fat milk o ss la g a , e c u sa ke with light a c n a p r o le ff a aw berries syrup and blue ith a slice of w in ff u m sh li g n an E w fat cheese ham, egg and lo n muffin, glass ra b in is ra t fa a low and a banana k il m t fa w lo f o
half of a toasted English muffin with a slice of low fat cheese trail mix of raisins, nuts and cereal
What’s a Healthy Portion? Food portions are larger than ever these days—usually much more than you need. The recommended serving size is enough. But how much is that? These tips will help keep your portions, as well as your waistline, right-sized.
Here are some tips to help you keep your portions under control: Teach your children portion size by relating food to everyday items. For example, a deck of cards is equal to a serving of meat, fish, or poultry. An apple or serving of fruit is about the size of a tennis ball. Please note: For young children, use the palm of their hand as an indicator of portion size Sta
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Teach your children the concept of the divided plate. Think of a plate divided into four equal sections. Use one of the top sections for protein, and the other one for starch, preferably a whole grain; fill the bottom half with veggies (none of the foods should overlap or be piled high).
Check the label on your food to see if it meets some basic needs in your diet, like calcium or Vitamin C; if it’s not “good” for you, eat less of that food.
Check
the serving size and remember that if you eat more than one serving, you are eating more calories.
Avoid eating directly out of the package. Try putting snacks into a small bowl or snack-size baggie. ■ Eat three meals a day; this way you won’t stuff yourself if you have skipped a meal. ■
■
Serve food on smaller plates.
Serve meals from the stove. This tip will keep you from feeling tempted to eat more when you are not hungry. ■ Skip the “clean plate” club. Instead, encourage your children to start with smaller portions and eat until they are satisfied. ■ At restaurants, ask for a lunch-size portion or share your meal. ■ Role model the behaviors that you want your children to develop. ■
The Fittest Food Nutritious foods give your family the most vitamins, minerals and other nutrients for the fewest calories. Naturally nutritious foods make your child’s calories count: I
Brightly colored fruits
I
Vibrant-colored vegetables
Lean meat, skinless poultry, fish, eggs, beans, and nuts TIP: Choose cuts of meat that end in "loin" or "round". I Fat-free and low fat milk, cheese, and yogurt I
I
Whole, fortified, and fiber-rich grain foods
Tips to Help Your Kids Eat Healthier: Picky eaters? Remember, experts say that parents and caregivers, not children, should decide what foods to buy and serve. New foods may have to be offered many times before they are accepted. Here are some easy ways to get your child to accept unfamiliar nutritious foods: I
Combine whole grain/high-fiber cereals with your child’s favorite cereal.
I
Make your own pizza with prepared whole wheat dough, a few veggies, and part-skim mozzarella cheese.
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Children age 2 and older: slowly step down from whole milk to low fat to fat-free milk. I
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Clean and cut up fresh veggies in advance. Kids love dips, so serve them with salsa or hummus!
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On-the-go options: dried fruits, nuts, hard boiled eggs, low fat cheese sticks, yogurt cups, and single-serve fruits canned in water or 100% fruit juice.
A Meal is a Family Affair In such a busy world, mealtimes often revolve around our lifestyles. As a result of this, we miss meals or eat foods that are not the best for our bodies. Did you know that experts have found that kids who eat regularly with their families are more likely to eat fruits, vegetables, and whole grains? So, no matter how busy life may seem, it’s important to make family meals a priority.
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To have fruits and vegetables year-round, add frozen or canned. For health: Just as good for you as fresh fruit and vegetables—nutrients are preserved in the canning and freezing process ■ Choose fruit packed in their natural juice, not in syrup ■ Choose canned vegetables that are salt free and season to taste ■
For savings: ■
Cost less than fresh fruit and vegetables
For convenience: Always in season ■ Lots of choices ■ Easily stored ■ Already washed and cut—ready for your favorite recipe ■
Eat at least five fruits and vegetables a day!
Use Frozen and Canned by Adding: Vegetables to: ■ Chili ■ Soup or stews ■ Stir fry Tomatoes for sauce Black beans & corn to spice up a Mexican dish Chick peas, kidney or garbanzo beans to any salad
Fruits to: ■ Smoothies ■ Yogurt parfaits ■ Plain yogurt ■ Fruit salad ■ Cereal ■ Stir fry (pineapple)
sa Or use ah! side dis
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How To Add Fiber To Your Meals Fiber is the part of plant foods that the body can not digest. Eating more fiber can help your child prevent constipation, diabetes, and heart disease. Foods that contain a lot of fiber are filling, have lots of vitamins and minerals, and help children maintain a healthy weight. Fiber should be added very gradually to give the body time to adjust. Drinking plenty of fluids helps fiber do its work.
How much fiber is enough? You can find out how much fiber is in food by looking for the “dietary fiber” line on food labels. A simple rule of thumb: children ages 3-15 should aim for “age plus 5 grams” of fiber. For example, an 8-year-old should eat 8 plus 5=13 grams of fiber a day. Older teens should eat 20-35 grams of fiber a day.
d fiber: d a o t s y a w y s a e Here are some to lunch or iber cereal for ■ Serve high-f ran flakes, breakfast, like b ed dd oatmeal, or shre wheat isins or a ■ Add some ra fast cereal banana to break fruit instead ■ Serve whole of juices
© 2008 Nutrition Works, LLC
Add a salad dinner pears, and ■ Eat apples, e peels on potatoes with th (like kidney or ■ Add beans salads and navy beans) to ed beans soups or eat bak as a side dish
■
s a great Popcorn make high-fiber snack e lunch or ■ Fill 3/4 of th h plantdinner plate wit ch as fruits, based foods, su vegetables, and whole grains
■
Healthy Fundraising Promoting a Healthy School Environment Candy, baked goods, soda and other foods with little nutritional value are commonly used for fundraising at school. Schools may make easy money selling these foods, but students pay the price. An environment that constantly provides children with sweets promotes unhealthy habits that can have lifelong impact. As we face a national epidemic of overweight children, many schools are turning to healthy fundraising alternatives.
Benefits of Healthy Fundraising
Consequences of Unhealthy Fundraising
Healthy Kids Learn Better: Research clearly demonstrates that good nutrition is linked to better behavior and academic performance. To provide the best possible learning environment for children, schools must also provide an environment that supports healthy behaviors.
Compromises Classroom Learning: Selling unhealthy food items contradicts nutrition messages taught in the classroom. Schools are designed to teach and model appropriate skills and behaviors. Nutrition principles taught in the classroom are meaningless if they are contradicted by other activities that promote unhealthy choices, like selling candy and other sweets. It’s like saying, “You need to eat healthy foods to feel and do your best, but it is more important for us to make money than for you to be healthy and do well.” Classroom learning about nutrition remains strictly theoretical if the school environment regularly promotes unhealthy behaviors.
Provides Consistent Messages: Fundraising with healthy foods and non-food items demonstrates a school commitment to promoting healthy behaviors. It supports the classroom lessons students are learning about health, instead of contradicting them. Promotes a Healthy School Environment: Students need to receive consistent, reliable health information and ample opportunity to use it. Finding healthy alternatives to fund-raising is an important part of providing a healthy school environment. Almost 20 percent of children are overweight, a threefold increase from the 1970’s.1 Poor eating habits and a sedentary lifestyle are just behind smoking as the leading cause of deaths per year in the United States, and the number of deaths related to poor diet and physical inactivity is increasing.2,3
1
Promotes the Wrong Message: Selling unhealthy foods provides a message that schools care more about making money than student health. We would never think of raising money with anything else that increases student health risks, but food fundraisers are often overlooked. As schools promote healthy lifestyle choices to reduce student health risks and improve learning, school fundraisers must be included. Contributes to Poor Health: Foods commonly used as fundraisers (like chocolate, candy, soda and baked goods) provide unneeded calories and displace healthier food choices. Skyrocketing obesity rates among children are resulting in serious health consequences, such as increased incidence of type 2 diabetes and high blood pressure.
References Ogden CL, Carroll MD, Curtin LR, McDowell MA, Tabak CJ, Flegal KM. Prevalence of overweight and obesity in the United States, 1999-2004. JAMA 295:1549-1555. 2006. 2 Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Actual causes of death in the United States, 2000. JAMA. 2004;291(10):1238-1246 3 Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Correction: Actual causes of death in the United States, 2000. JAMA. 2005;293:293-294.
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What Schools Can Do Ideas for Healthy Fundraising Alternatives* *Adapted from: Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002.
Schools can help promote a healthy learning environment by using healthy fundraising alternatives. Items You Can Sell • Activity theme bags • Air fresheners • Bath accessories • Balloon bouquets • Batteries • Books, calendars • Brick/stone/tile memorials • Bumper stickers & decals • Buttons, pins • Candles • Christmas trees • Coffee cups, mugs • Cookbooks • Crafts • Coupon books • Customized stickers • Emergency kits for cars • First aid kits • Flowers and bulbs • Foot warmers • Football seats • Garage sale • Giant coloring books • Gift baskets • Gift certificates • Gift items • Gift wrap, boxes and bags • Graduation tickets • Greeting cards
Items You Can Sell, continued • Hats • Holiday ornaments • Holiday wreaths • House decorations • Jewelry • Lunch box auctions • Magazine subscriptions • Megaphones • Monograms • Music, videos, CDs • Newspaper space, ads • Parking spot (preferred location) • Pet treats/toys/accessories • Plants • Pocket calendars • Pre-paid phone cards • Raffle donations • Raffle extra graduation tickets • Raffle front row seats at a special school event • Rent a special parking space • Scarves • School art drawings • School Frisbees • School spirit gear • Scratch off cards • Sell/rent wishes • Souvenir cups • Spirit/seasonal flags
Items You Can Sell, continued Stadium pillows Stationery Stuffed animals Temporary/henna tattoos T-shirts, sweatshirts Tupperware Valentine flowers Yearbook covers Yearbook graffiti
• • • • • • • • •
Healthy Foods • Frozen bananas • Fruit and nut baskets • Fruit and yogurt parfaits • Fruit smoothies • Lunch box auctions • Trail mix Sell Custom Merchandise • Bumper stickers/decal • Calendars • Cookbook made by school • Logo air fresheners • Scratch off cards • T-shirts/sweatshirts Items Supporting Academics • Read-A-Thon • Science Fair • Spelling Bee
Additional Resources
Clearinghouse for Fundraising Information: http://www.fundraising.com/ Creative Financing and Fundraising. California Project Lean, California Department of Health Services, 2002. http://www.co.shasta.ca.us/Departments/PublicHealth/newspublications/other%20publications/other.shtml
Guide to Healthy School Stores. Alabama Department of Public Health Nutrition & Physical Activity Unit, 2004. http://actionforhealthykids.org/filelib/toolsforteams/recom/N&PA%2035%20-%20school%20store.pdf
Healthy Finances: How Schools Are Making Nutrition Changes That Make Financial Sense.
Action for Healthy Kids, 2003. http://www.actionforhealthykids.org/filelib/facts_and_findings/healthy%20foods,%20healthy%20finances.pdf Healthy Fundraising: http://www.healthy-fundraising.org/index.htm Healthy Fundraising & Vending Options. Produce for Better Health Foundation. http://www.5aday.com/html/educators/options.php Non-Food Ways to Raise Funds and Reward a Job Well Done. Texas Department of Agriculture, 2004. http://www.squaremeals.org/vgn/tda/files/2348/3614_1034_NonFoodRewards.pdf Sweet Deals: School Fundraising Can Be Healthy and Profitable. Center for Science in the Public Interest, 2007. http://www.cspinet.org/schoolfundraising.pdf Adapted with permission from Healthy Fundraisers, Connecticut State Department of Education, May 2005 (Revised June 2009). http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=320754#Resources
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Encourage Kids to Eat More Fruits & Veggies Eating fruits and vegetables is part of a healthy diet* for both children and adults. Finding creative ways to encourage fruits and vegetables in your child’s diet can be fun for the entire family. There are more fruits and vegetables available in fresh, frozen, canned, and dried forms than ever before. Taking the time to introduce a variety of fruits and vegetables to kids can help develop a lifetime of healthy habits.
10 Ways to Help Kids Eat More Fruits & Veggies 1. Keep a bowl of fresh fruits on the counter.
Refrigerate cut up fruits and vegetables in small bags for easy snacks on the run. 2. Serve fruits and vegetables at every meal. Add grated or cut vegetables into entrees, side dishes, and soups. Top off cereal with fruits or add frozen fruits to smoothies. 3.
Set a good example. Snack on fruit and order low-sodium, low-fat salads, soups, or vegetable sides when at restaurants.
4. Pack the refrigerator, freezer and cupboard with pre-cut, frozen and canned vegetables so that it is easier for you to prepare meals and snacks that include vegetables.
5. Challenge family members to reach their daily fruits and vegetable goal. Reward the winner with a prize of his or her choice. 6.
Ask that fruits and vegetables be offered at school functions, after school programs, and in vending machines.
7. Let children choose which fruits and vegetables to serve and how to incorporate them into their favorite meals. 8. Make fruits and vegetables fun. Try dressing up sandwiches with faces and smiles made from fruits and vegetables. 9.
Keep trying. For some foods, it may take multiple times before a child acquires a taste for it.
10. Encourage friends or relatives to offer vegetables and fruits to your children.
Important Elements—Smell, Texture, and Color •
Kids are turned off to trying new foods if the smell, flavor, or color is not appealing to them. It may be more appealing to a child if the fruits or vegetables are served raw.
•
Try feeding different textures of fruits and vegetables to your child. Some children prefer smooth food, where as others like lumpy, and some children like crisp foods, but others like soft.
•
Offer new fruits and vegetables in combination with old favorites to show your child a variety of smells, textures, and colors. Various vegetables can be added to any whole grain pasta dish or pizza, and fruit is a great topping for low-fat or fatfree yogurt.
*In addition to fruits and vegetables, a healthy diet also includes whole grains, fat-free or low-fat milk products, lean meats, fish, beans, eggs and nuts, and is low in saturated fats, trans fats, cholesterol, salt, and added sugars. A healthy diet also means staying within your daily calorie needs.
Three simple steps to eating more fruits and vegetables. Eating a variety of fruits and vegetables every day is healthy for you. They have vitamins and minerals that can help protect your health. Most are also lower in calories and higher in fiber than other foods. As part of a healthy diet, eating fruits and vegetables instead of high-fat foods may make it easier to control your weight.
Find out how many fruits and vegetables you need to eat every day.
1
Women
Men
AGE 19-30
FRUITS 2 cups
VEGETABLES 21/2 cups
31-50 51+
11/2 cups 11/2 cups
21/2 cups 2 cups
4-8 9-13 14-18
FRUITS 2 cups
VEGETABLES 3 cups
2 cups
21/2 cups
AGE 2-3
FRUITS 1 cup
VEGETABLES 1 cup
51+
Boys
Girls AGE 2-3
AGE 19-50
FRUITS 1 cup
VEGETABLES 1 cup
1 cup
11/2 cups
4-8
11/2 cups
11/2 cups
11/2 cups 11/2 cups
2 cups 21/2 cups
9-13 14-18
11/2 cups 2 cups
21/2 cups 3 cups
These amounts are for less active people. Visit www.fruitsandveggiesmatter.gov to see the amounts needed by more active people.
2
Learn what 1 cup and 1/2 a cup look like. each counts as 1 cup
1 large orange
1 large ear of corn
each counts as 1/2 cup
16 grapes
1 large sweet potato Visit www.fruitsandveggiesmatter.gov for more examples.
6 baby carrots
4 large strawberries
3
See how you can add fruits and vegetables into your day as part of a healthy diet.
Breakfast
Add some fruit to your cereal.
snack
Grab a piece of fruit.
lunch
Eat a big salad.
snack
Choose raw vegetables as an afternoon snack.
Dinner
Have two vegetables with dinner and eat fruit for dessert.
TIPS
Enjoy a colorful variety of fruits and vegetables (including beans). Fresh, frozen, canned, and dried all count.
For breakfast:
For snacks:
For lunch and dinner:
• S tir low-fat or fat-free granola into a bowl of low-fat or fat-free yogurt. Top with sliced apples or frozen berries.
• E at a piece of fruit like an apple, banana, or plum.
• A sk for less cheese and more vegetable toppings on your pizza. Try onions, mushrooms, and bell peppers.
• T op toasted whole wheat bread with peanut butter and sliced bananas. •A dd vegetables, such as diced tomatoes and onions, to your egg or egg white omelet.
• Place a box of raisins in your child’s backpack and pack one for yourself, too. • P ut grapes and banana slices on wooden skewers and freeze for “fruit on a stick.”
• S pread low-fat cheese and low-fat or fat-free refried beans between two whole wheat tortillas. Brown on both sides in a pan until cheese melts. Top with salsa. • Eat at least two vegetables with dinner. • A dd frozen vegetables like peas and broccoli to a casserole or pasta.
In This Section Tab 5: Provide water and low fat milk; limit or eliminate sugary beverages. Introduction Milk Taste Test Drink Your Milk Worksheet Have a Drink Plan Worksheet Make-Your-Own Sugar Bottle Display For Growing Bones… Which Milk? Find the Sugar Word Find What’s In Your Drink? Water Posters Fill Up Here! Refresh! Thirst Quencher PARENT HANDOUTS Drink water and low fat milk; limit or eliminate sugary beverages Water Is Fuel for Your Body Calcium Counts! How Much Sugar Do You Drink? Enlightening Facts About Juice Sports and Energy Drinks Think Your Drink Milk’s Unique Nutrient Package Fuel Learning with Milk, Cheese and Yogurt TAB 5 Provide Water and Low Fat Milk
Introduction 0 – Drink water and low fat milk instead of soda and sugar-sweetened drinks. Consumption of sugar-sweetened beverages like soda, sports drinks, and juice has increased dramatically over the past 20 years; high intake among children is associated with overweight and obesity, displacement of milk consumption, and dental cavities. I It is recommended that children 1-6 years old consume no more than 4–6 ounces of juice per day and youth 7-18 years old consume no more than 8-12 ounces. I Whole milk is the single largest source of saturated fat in children’s diets. Switching to low fat or nonfat milk products significantly reduces dietary saturated and total fat, as well as total calories.
Resources: To encourage water Why Drinking Water Is the Way to Go – Kids Health for Kids: kidshealth.org/kid/stay_healthy/food/water.html
To encourage milk Nutrition Explorations – School Milk: www.nutritionexplorations.org/sfs/schoolmilk_vending.asp American Dairy Association: http://www.adadc.com/
What Schools Can Do: I Promote water and low fat
milk as the drink of choice at all school-related events, instead of sugar-sweetened drinks I Offer low fat milk, skim milk, and other milk alternatives in place of whole milk in the school meal program I Purchase a milk vending machine I Limit sugar-sweetened drinks available in vending machines and as a la carte options I Develop classroom guidelines encouraging low fat milk and water I Use the Drink Comparison Chart (this section) to demonstrate how much sugar is in a variety of drinks I Encourage parents to provide water and low fat milk instead of sugar-sweetened drinks at classroom celebrations I Be a role model by drinking water or milk I Visit a local dairy farm
Maine Dairy and Nutrition Council: www.drinkmainemilk.org
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Milk Taste Test Suggested Grades: K–5 SUPPLIES NEEDED I Flipchart or blackboard I Skim, 1%, 2%, and whole milk I Cups for milk samples (4 per person)
DIRECTIONS:
1. In a classroom, health fair, or group setting ask: How many different kinds of milk have you tried, i.e., skim,1%, 2%, or whole? What kind of milk is your favorite?
2. Using a show of hands, record how many children like each type of milk (no milk, skim, 1%, 2%, and whole). Using those numbers, draw a pie graph on the flipchart or blackboard for the preference % for each kind of milk.
3. Identify each type of milk on the bottom of the cups using the following code: A (skim), B (1%), C (2%), D (whole) and pour milk for each person to taste. Be sure to cover the milk jugs when pouring or pour behind a screen so that students cannot read which milk is being poured.
4. Explain that this will be a “blindfold taste test.” This means kids will be tasting milk without being able to see if it is skim, 1%, 2%, or whole.
5. Ask kids to taste each sample of milk (A, B, C, and D), and without looking at the bottom of the cup, place their “favorite” on a table.
6. Now look at the bottom of each cup to see what was preferred. At the
te: Important no rgies ck for milk alle
Che the taste before starting e kids testing. Have th sips of who can, taste and whole skim,1%, 2%, kids who milk. Have the unt prefercannot, help co k numbers ences and mar or blackon the flipchart ake sure board. Also, m to keep you have a way d fresh the milk cold an tivity. during your ac
end of the taste test, count up the total preferences for each kind of milk and determine preference % for each. Compare these results with the first preference survey. Were there any changes? Were any kids surprised at their picks?
7. Talk about all the good nutrients that milk has to offer: calcium, protein, and other nutrients your body needs.
8. Talk about the benefits of drinking lower fat milk (the same great nutrients with less fat means fewer calories and a healthier heart).
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Drink Your Milk Did you know‌? Children, ages 4-8 years, should be consuming three 8-ounce glasses of milk or other dairy each day.
How many ounces of milk is that per day? __________ How many ounces of milk is that per week? __________
Children, ages 9-18 years, should be consuming four and a half, 8-ounce glasses of milk or other dairy each day.
How many ounces of milk is that per day? __________ How many ounces of milk is that per week? __________
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Drink Your Milk: Answers Did you know‌? Children, ages 4-8 years, should be consuming three 8-ounce glasses of milk or other dairy each day.
24 How many ounces of milk is that per day? __________ 168 How many ounces of milk is that per week? __________ Children, ages 9-18 years, should be consuming four and a half, 8-ounce glasses of milk or other dairy each day.
36 How many ounces of milk is that per day? __________ 252 How many ounces of milk is that per week? __________
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Have a Drink Plan On average, how often do you drink sugar-sweetened beverages? Examples: soda, fruit punch, sports drinks, or other sugared drinks _____ Daily
_____ Once a week
_____ 3 times a week
_____ Only at special events
Should it be an everyday choice or an occasional treat?
What other drinks do you enjoy instead of soda?
Revisit question one in a month to see if you’ve made any changes!
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Make-Your-Own Sugar Bottle Display Let’s Go! has discovered the power of our Sugar Bottle Display; making your own is a great classroom activity. This is one of the best ways to graphically show how much sugar is in some of the most consumed beverages—you’ll be surprised. This is a tool that can be used to help students and staff to make smart beverage choices. Directions to Make-Your-Own Sugar Bottle Display
Supplies: Bottles of your favorite beverages—refer to the table on the next page for suggestions. Bag of White Sugar Teaspoons Funnels Directions: 1. Empty, wash and completely dry bottles—keep the labels on the bottles. Tip: Bottles take at least 24 hours to dry completely. 2. Find the Nutrition Facts box on the bottle label. 3. Take note of serving size (many bottles contain two or more servings — something to think about!) Tip: Make sure to pay attention to the information listed Per Bottle. 4. Record how many grams of sugar are in a bottle. (Continued on page 2)
5. Figure out how many teaspoons of sugar are in each bottle by dividing the grams of sugar by 4.2 (number of grams of sugar in a teaspoon.) Serving size: 1 bottle Sugars=48g Teaspoons=48 divided by 4.2≈11. Amount of sugar to put in bottle=11 teaspoons. 6. Put funnel into mouth of bottle and put in computed amount of sugar. Replace cap. Screw on tight! 7. Make a chart like the one below corresponding to the drinks you chose. 8. Display in your school so students and staff can see how much sugar is in some of their favorite drinks. 9. Other ideas: Take a photo of your display and use along with chart and hand-outs from the 0 binder to make a bulletin board. Make a game out of it by having people guess how many teaspoons of sugar are in their favorite drinks and give the winners a 5-2-1-0 approved prize! Have a poster contest around sugar-sweetened beverages.
Common Drink Choices
Drink Mountain Dew® Coca-Cola® Classic Dunkin’ Donuts Strawberry Fruit Coolata® Sprite® Monster Energy® Drink Arizona® Green Tea & Honey Minute Maid® 100% Apple Juice Glaceau Vitamin Water® Gatorade™ Starbucks Bottled Frappuccino® Water
Size 20 oz 20 oz
Total Calories 275 cal 250 cal
Sugar Grams 78 g 65 g
Teaspoons Sugar 18 15
16 oz 20 oz 16 oz 20 oz 10 oz 20 oz 20 oz 9.5 oz Any size
290 cal 250 cal 200 cal 210 cal 140 cal 125 cal 130 cal 200 cal 0 cal
65 g 65 g 54 g 51 g 32 g 32.5 g 34 g 32 g 0g
15 15 13 12 8 8 8 8 0
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Drink water and low fat milk; limit or eliminate sugary beverages.
e c i u j n o s t i m i l t Pu
contain ” or “punch” often k, rin “d ” e, ad “ed el s” and I Juice products lab e only difference between these “juice 5% juice or less. Th ified with Vitamin C. fort soda is that they ’re ice. whole fruits over ju se oo ch to y tr s ay I Alw 0% juice. serve juice, buy 10 to se oo ch u yo If I ould be limited to: I Each day, juice sh ildren 1-6 years old • 4-6 ounces for ch ildren 7-18 years old • 8-12 ounces for ch r 6 months and unde • No juice for children
child’s juice. ding water to your ad by ly w slo s ge I Make chan stead of juice. er or low fat milk in at w of ss gla a t es I Sugg
Redy’s Rules Water
Keep It Handy, Keep It Cold: I Keep bottled water or a water bottle on hand. I Add fresh lemon, lime, or orange wedges to
water for some natural flavor. I Fill a pitcher of water and keep it in the fridge. I Drink water when you’re thirsty. It’s the best choice. I Cut back slowly on sugar-sweetened drinks. I Replace soda with water, instead of other sugar-sweetened beverages,
such as juice or sports drinks.
Be a Role Model: I Grab a glass of water instead of soda. I Try mixing seltzer with a small amount of juice.
Milk
ilkshake Make a m t milk, fa using low r u o y d n a ice, rries. e b e it r favo
Encourage low fat milk instead of sugar-sweetened drinks: According to the national dairy council: I Children ages 4–8 years old should be consuming three 8-ounce glasses of milk or other dairy each day. I Children ages 9–18 years old should be consuming four and a half 8ounce glasses of milk or other dairy each day.
Did you know? Soda has no nutriti onal value and is high in sugar. Just nine ounces of soda has 110-15 0 empty calories. Many sodas als o contain caffeine, which kids do n’t need. Energy drinks are N OT sports drinks and should ne ver replace water during exercis e. Water is fuel for yo ur body: I Water is the m ost important nutrient for active people. I Between 70-80% of a child’s body is made up of water. I When you exer cise, you sweat, and when you swea t you LOSE water and minerals – it is important to replac e the water you lose when you sweat. I Water is the # 1 thirst quencher!
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Water Is Fuel for Your Body Ever wonder why you need water? Like food, water acts like fuel in your body and helps your body function. To keep your body running smoothly, drink plenty of water throughout the day. Children who eat healthy, drink enough water, and sleep well at night will have energy for all their sports and activities. I Water is the most important nutrient for active people. I Between 70-80% of a child’s body is made up of water. I Water is the #1 thirst quencher!
el! fu e r o m d e e n u hen yo w r e t a w h it w y Fuel your bod LOSE water u sweat, you
nd when yo a t, a e you sweat. n sw e h u o w y , se e lo is c u r o e y water ater When you ex to replace the t n a rt d to replace w o e p e n im y is a It m . s ls te a u r n 0 min and mine ® r longer than 6 , especially whe fo e v ti c ® nd Powerade a ry e v a Kids who are like Gatorade s, k n ri d s rt o sp ng and minerals usi id. to replace d se u e b r it’s hot and hum e v e ld n ™ inks and shou r d t ® nd SuperStar , r o sp T a O Bull are N rinks, like Red es d Energy drinks y rg e n e st o M . nd can sometim e a is r c r te a e x w e se g lo in r dy to water du e causes the bo in e ff a C . E IN E ep problems. e sl d n a s, e contain CAFF h c a ach eadaches, stom h , ty ie x n s. The extra a ie se r u lo a a c c d n a r ga amounts of su H IG H in y. ta n o c and tooth deca in a g Energy drinks t h ig e w es may add to sugar and calori
“In a game, when my players get thirsty, water gets the call.” —Arnie Beyeler, Manager, Portland Sea Dogs
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Calcium Counts! Calcium is a mineral found in some foods and drinks. It works with other vitamins and minerals to build strong bones and teeth for life! The best sources of calcium in the diet are milk and milk products. The United States Department of Agriculture says that most young people should drink nonfat or low fat milk products in these amounts: Children ages 1-3:
2 cups a day
Children ages 4-8:
3 cups a day
Preteens and teens:
4 cups a day
What if your child can’t or won’t drink that much milk? Other foods containing smaller amounts of calcium include low fat macaroni and cheese, turnip or beet greens, kale, canned salmon, broccoli, cottage cheese, navy or pinto beans, almonds, and oranges. If milk products cause gas or diarrhea in an older child, don’t let that stop her from getting enough calcium. Serve Lactaid™ (specially treated) milk instead of regular milk. Small servings of yogurt and cheese may not cause a problem. If your child has an allergy to milk, ask your health care provider how to select a calcium supplement. Or, ask for a nutrition “check up” to help you make sure your child is getting enough calcium.
© 2008 Nutrition Works, LLC
Here are some easy that have the same options calcium (300 mg) asamount of a cup of nonfat milk: ¢ Yogurt, nonfat or low fat, 1 cup; choose those with less added sugar or corn syru p ¢ Smoothies mad e with milk, yogurt, and frozen fruit ¢ Nonfat or low fa t choc 1 cup; try mixing ch olate milk, ocolate milk 50/50 with low fat or skim white milk ¢ Cheese, 2 ounc es ¢ Orange juice pl us calcium, 1 cup ¢ Calcium-fortifie d soy milk, 1 cup (shake well) ¢ Total cereal, 3/4 cup
How Much Sugar Do You Drink? Consider how frequently you or your child enjoy these beverages and what nutrition, if any, they get from it.
Common Drink Choices Drink
Arizona® Green Tea & Honey Coca-Cola® Classic Dole® 100% Apple Juice Dunkin’ Donuts Strawberry Fruit Coolata® Gatorade™ Glaceau Vitamin Water® Monster Energy® Drink Mountain Dew® Water Sprite® Starbucks Bottled Frappuccino®
Size
Total Calories
20 oz 20 oz 15.2 oz
210 cal 250 cal 220 cal
16 oz 20 oz 20 oz 16 oz 20 oz ANY SIZE! 20 oz 9.5 oz
290 cal 130 cal 125 cal 200 cal 275 cal 0 cal 250 cal 200 cal
Sugar Grams
Teaspoons Sugar
65 g 34 g 32.5 g 54 g 78 g 0g 65 g 32 g
15 8 8 13 18 0 15 8
51 g 65 g 48 g
12 15 11
Tips to make cutting back on sugary drinks easier: I Cut back slowly I Don’t replace soda with other sugar-sweetened beverages, such as juice and sports drinks I Remember, water is the best drink when you are thirsty I Make low fat milk and water the drink of choice
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Enlightening Facts About Juice ACCORDING TO THE AMERICAN ACADEMY OF PEDIATRICS (AAP): Fruit juice offers no nutritional benefits for infants younger than 6 months. Fruit juice offers no nutritional benefits over whole fruit for infants older than 6 months and children. Fruit “drinks” are not nutritionally equivalent to fruit “juice” (see below). Fruit juice is NOT appropriate in treating dehydration or diarrhea. Excessive juice consumption may be associated with malnutrition. Excessive juice consumption may be associated with diarrhea, flatulence, abdominal distention, and tooth decay. Calcium-fortified juices do provide calcium, but lack other nutrients present in breast milk, formula, or cow’s milk.
RECOMMENDATIONS : If you decide to give your child juice, it is recommended that you do not introduce it until your infant is twelve months old.
Serve juice in open cups, not bottles or “sippy” cups that allow children to consume juice easily throughout the day. Do not allow your child to carry a cup or box of juice throughout the day. Offer and encourage children to eat whole fruit instead of juice. They will get all the great fiber and other nutrients of the whole fruit and feel more full than with drinking juice. Serve only pasteurized juices.
Choose 100% juices instead of fruit “drinks,” which, by definition, could contain between 10% and 99% juice and most likely contain added sweeteners and flavors. Offer age-appropriate servings of 100% fruit juice. Young children age 1 to 6 years should have only 4-6 ounces of juice a day, if any at all. Children age 7 years and older should be limited to 8-12 ounces of juice a day, if any at all.
UMB: H T F RULE O ter off giving bet it You are ren whole fru ild . your ch of fruit juice instead
Adapted from the American Academy of Pediatrics Committee on Nutrition
01/09 R05/13
Sports and Energy Drinks SPORTS DRINKS Flavored beverages that usually contain sugar, minerals and electrolytes
Most peopl e don’t nee d them!
(like sodium, potassium and calcium).
Most people don’t need them! They are recommended only when you
have been doing intense physical activity for an hour or longer (such as long distance running or biking, or high intensity sports like soccer, basketball or hockey).
If you drink them when you have been doing just routine physical
activity or just to satisfy your thirst, you actually increase your risk of excess weight gain.
What are some examples? Gatorade Powerade Accelerade All Sport Body Quencher Propel
TER! A W ? s k c hat ro w w o n k You
ENERGY DRINKS Flavored beverages that typically contain stimulants like caffeine
and other compounds along with sugar, added vitamins and minerals, and maybe even protein. (We don’t need these nutrients from drinks; we get them from our food!)
These drinks are not the same thing as sports drinks and are NEVER recommended for children or adolescents.
Could cause you to have increased heart rate, increased blood
pressure, trouble sleeping, anxiety, difficulty concentrating, upset stomach, and even caffeine toxicity.
What are some examples? Monster Red Bull Power Trip Rockstar Full Throttle Jolt
Did you know? Neither sports drinks or energy drinks are a good substitute for water – water is always the best thirst quencher! Water is the best choice for hydration, even before, during and after most people’s exercise routines.
Adapted from KidsHealth.org and Sports Drinks & Energy Drinks for Children & Adolescents: Are They Appropriate?. Committee on Nutrition and the Council of Sports Medicine and Fitness. Pediatrics. 2011; 1227; 1182.
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Tab 6: Provide Non-Food Rewards. Provide Non-Food Rewards The Use of Non-Food Rewards in School Consequences of Using Food as a Reward PowerPoint Using DDR as a Reward Being Healthy and Moving More Activity
TAB 6 Provide Non-Food Rewards
In This Section
Provide Non-Food Rewards Food n o N iding v o r P f o
ts Benefi : ds Rewar
Classrooms that provide non-food rewards are healthy classrooms!
ealthy h s r e t s that fo t n e m n nviro ssages e e n m a 0 s 1 e t Provid orts 52 p p u frequen s e d r n o a m g eatin ity for n u t r o p s the op ful) w o l l A d as a e e s s u u f i ( y t i al activ c rewards i s y h p f fitness i o t s d d A k them! s a t s u J as a rds! d a o w reward o e r F d iding v non-foo o r r e f P e r f p Kids ces o equen
Cons d: Rewar
Consider:
foods health y r h o t l o a p e of unh utes to n b i o r i t t n p o m C rconsu e v o s e urag habits o g c n n i t E a e poor s (often o d t o s o e f t e u s Contrib for tho e c n e r es prefe s a e r c n I sweets)
Developing guidelines that discourage the use of food as a reward
Offering a monthly indoor or outdoor physical
activity to celebrate students’ accomplishments in lieu of food-based rewards
Offering rewards that endorse physical activity Extra recess, longer recess, outdoor
activities, Take Time activity
Offering rewards that endorse academics
Pens, pencils, notebooks, books, art time,
activity sheets, etc
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The Use of Nonfood Rewards in School: Creating a Healthier Classroom Why use nonfood rewards? Nonfood rewards promote a healthier school environment by encouraging healthy eating habits. When students are given pop, candy, and other sweets as a reward for good behavior and academic achievement, food becomes a primary motivator in their lives. Because these foods have little nutritional value, using them as rewards contributes to poor eating habits.
Examples of Nonfood rewards for Elementary School Students Stickers
Extra recess
Watch a fun video
Pencils, pens, and markers
Extra credit
Walk with the principal or teacher
Erasers
Extra art time
Bookmarks
Computer time
Books
Be the helper
Rulers
Teach class
Take a fun physical activity break Dance to favorite music in the classroom Show-and-tell
Trinkets (magnets, Frisbees, etc.)
Sit by friends
Paper
Eat lunch with the teacher or principal
Activity/game sheets
Eat lunch outdoors
Game time
Have lunch or breakfast in the
Reading time Class, homework time, or reading time in a special place (on the couch, outside, etc.)
classroom Private lunch in the classroom with a friend Be a helper in another classroom
Bank System - earn tokens for privileges Teacher or volunteer reads a special book to class Teacher performs a special skill (singing, cartwheel, etc.) Have free choice time Listen to a book on tape Listen to music while working Field trip
...about Rewards, Incentives, and Consequences in the Classroom Rewards and incentives should be given careful consideration as to the messages they send to the students receiving them. Food should not be used as a reward or incentive in the classroom, but other, more appropriate rewards can be used.
Teachers and other school personal should not… Withhold food from a student as a consequence for inappropriate behavior or poor academic performance. Prohibit or deny student participation in recess or other physical activity as a consequence for inappropriate behavior or poor academic performance. Cancel recess or other physical activity time for instructional make-up time.
For more information... http://doe.sd.gov/oess/cans/index.asp http://doe.sd.gov/oess/schoolhealth/index.asp http://doe.sd.gov/oess/cans/nutrition/index.asp http://www.healthysd.gov/
Adapted from “The Use of Nonfood Rewards in School: Creating a Healthier Classroom” by the Child and Adult Nutrition Services of South Dakota Department of Education in conjunction with the US Department of Agriculture.
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“Consequences of Using Food as a Reward” PowerPoint The following PowerPoint presentation was created by Dr. Victoria Rogers at the Barbara Bush Children’s Hospital at Maine Medical Center. Inspired by her own daughter and the shocking number of food rewards she received each day, Dr. Rogers set out to create a simple and clear presentation that would bring the negative consequences of using food as a reward into focus. Easy enough to be facilitated by anyone, the presentation is perfect for a faculty or PTO meeting. The presentation is available electronically at www.letsgo.org.
Consequences of Using Food as a Reward: A Day in the Life of a 10 Year-Old Child
Victoria W. Rogers, M.D. Anna Moorman The Kids CO-OP The Barbara Bush Children’s Hospital at Maine Medical Center December 2007
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Using DDR as a Reward Using DDR as a Reading Incentive in
a Middle School Library
At Mahoney and Memorial Middle Sch ools in South Portland, Librarians Dan Wolosky and Connie Burns successfully implemented a read ing incentive program using DDR as the reward.
Connie describes the program, bel ow:
All students in grades 6-8 were invited to participate in a chance to win a DD R party for themselves and 5 of their friends. Students read a book (any book of their choice, any leng th) and then complete a half-page form that included the auth or, title, and something about the boo k (enough that I would be convinced they had read the book). The form was then placed in a large cov ered box. Students could read as many books and fill out as many forms as they wanted. Once a mo nth, a drawing was made. The student’s name, along with the book he or she had read, was ann oun ced at the end-ofthe-day announcements. The student was asked to see the librarian. Togethe r we would decide on a day for the party to take place (during workshop at the end of the day). The stud ent would give the names of 5 friends. Invitations were sent to all 6 kids via their homeroom teac her. On the day of the party, during workshop, the library was all theirs for dancing! Both boys and girls were thrilled with this reward and reading soared.
r DDR as a Reward for Good Behavio
school ) incorporated physical activity into the K-2 des (gra ne Mai o, Sac in ool Sch In 2006-2007 Fairfield e in the cafeteria/gym The Groove™. At this school, the stag In d calle e gam mat ce dan a g usin day by tors and one on-site gram was run by junior and senior men housed the dance mat system. The pro classroom to dance for excuse a group of students from one ld wou tors men the k, wee h Eac teacher. srooms had a chance to on a rotating basis so that all the clas 10 minutes. Classrooms were selected this was determined by and danced more often than others; plan cial spe a had ents stud e Som dance. ced to 3-4 songs and then m teacher. Typically each student dan the student assistant team or classroo minutes. out of the classroom was about 10-15 time ent stud The m. sroo clas the to d returne e more returned to the classroom, they wer ents stud n whe that iced not ool Sch I Fairfield back to classroom work. energized, motivated and ready to get each time students dance. cing. Skill and confidence are gained I Students are enthusiastic about dan the technology. a valuable resource when it comes to I The junior and senior mentors are to know much a classroom teacher, you don’t have As er. oth h eac h teac ents stud and I Mentors they will teach you! about the program to begin, because Grade Teacher, 2007 — Contributed by Karen MacKenzie, 2nd
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Being Healthy and Moving More Objective: To encourage healthy behaviors by using physical activity as an incentive.
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cking healthy a tr in g e b to g oin ctices, the at the class is g ra th p ts ss n e la d c u e st th t to a Explain hy behaviors th lt a e h re gym time, a o n e m p e o h , T ss . e rs c io re v a a tr beh a reward of ex sical break. y e h v p a h r e n a th c o n y a e r th o sooner ith the teacher, w l o o h sc e th d ne walk aroun ents to name o d u st sk a d n a m te vegetables around the roo (a o g re , g fo e in b rn y o a d m e th Each yed off the they practiced a t st a , th w r o io sh v a V h T e b e healthy atched only on w , e id ts u o d e y ised, etc.). rc at dinner, pla e x e , th e te ir ed the computer, brush and Being Healthy e th to y ll ta a y behavior, add h lt a e h h c a e r o F ally. Moving More T n d add your ow n a d n u ro r a e y Keep it up all creative touch!
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In This Section Tab 7: Provide opportunities for children to get physical activity every day.
TAB 7 Provide Opportunities for Physical Activity
Introduction Physical Activity & Academic Achievement Physical Activity Clubs Quick Physical Activity Breaks Activity Cards Incorporating Physical Activity into Classroom Lessons Activity Room Fun Ways to Be Physically Active StoryWalk™ WinterKids 5210 Learning Relay NASPE Position Statement: Why using Physical Activity as Punishment and/ or Behavior Management is Inappropriate NASPE Position Paper: Recess for Elementary Students Six Alternatives to Withholding Recess as Punishment Recess Rocks Program NASPE The Difference Between Physical Education and Physical Activity NASPE Physical Education is Critical to Educating the Whole Child NASPE Quality Physical Education Resources NASPE Physical Education Program Checklist LOCAL, STATE AND NATIONAL INITIATIVES WinterKids All Children Exercise Simultaneously (ACES) ACES Celebration Suggestions Promoting Safe Bicycling and Walking to Students A Safe Walk in Maine Continued on next page... MaineDOT Walk and Bike to School Day
In This Section Starting a walking school bus: the basics Bicycle Coalition of Maine and Maine DOT School-Based Education Programs Bicycle/Pedestrian Safety Education Presentation Take 10! Peaceful Playgrounds™ PARENT HANDOUTS Get one hour or more of physical activity every day. Be A Safe Walker Be A Safe Bike Driver Rules for Motorists & Rules for Bicyclists Take It Outside!
Introduction 1 – Get one hour or more of physical activity every day. What can a school do? I Promote collaboration between physical education and classroom teachers. For example, physical education teachers could provide ideas for “fitness breaks” to classroom teachers. A 5-minute aerobic activity could be used to break up the school day. I Provide optional physical activity clubs. Interested teachers and parents could establish creative and fun clubs of a noncompetitive nature. See the following page for ideas. I Encourage family involvement in physical activity. Schools can help encourage families to become involved by sending home activity homework that parents/guardians and children do together, recruiting family volunteers for physical education classes, and sponsoring family-child activity programs at school. I Create environments that allow for physical activity. For example, schools might open the gym before and after school hours and during vacation periods. Speak with your administrator about the feasibility of this in your school. I Promote walking or biking to school. National Walk to School Day is in October. For more information, visit www.walkingschoolbus.org or www.saferoutesinfo.org. I Participate in local, state, and national initiatives that promote physical activity. See tab in this binder for more information. I Use physical activity breaks as a reward for good behavior. See “Good Behavior Tally” in this section. I Be a role model by living an active lifestyle.
ot withhold n ld u o sh rs o at tr is and school admin s, e h ac co physical activity , g rs n e si h U ac e t. “T en m h is n u hysical activity as p p r fo s ie it ns with physical n io u at rt ci o p so p o as e v ti ga e s creating n ing physical activity ld o as a punishment risk h h it W . le p eo p s of young well-being.” ir e th to t activity in the mind an rt o p of health benefits im mote ity programs to pro deprives students school and commun 6. lines for (No. RR-6), 1-3 ntion (1997). Guide EKLY REPORTS, 46 e Control and Preve D MORTALITY WE AN ITY ID Centers for Diseas RB MO people. ivity among young lifelong physical act
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Physical Activity & Academic Achievement Schools are an ideal location to provide increased physical activity for children, through physical education (PE), recess, active learning, activity breaks, and before and after school programs. Research has also repeatedly shown that increased physical activity supports improved academic performance. However, schools all across the United States have been limiting and sometimes eliminating physical activities during school, to focus students’ energy on their school work. The general thought is that more academic time given to students, by limiting time allotted for physical activity, will increase their test scores. Yet recent studies have shown just the opposite and that allocating time for physical activity during school has positive effects on students’ test scores. Benefits of a physically active child1 Studies show a positive correlation between physical activity and academic performance Student test scores improve after engaging in physical activity Students who are physically active and fit are more likely to perform well in school than their sedentary peers Studies show an increase in academic achievement when additional time is provided for physical activity, even when time is removed from academic instruction Activity breaks help students’ on-task behavior Active transportation enhances academic performance Physical Education “Sacrificing physical education for classroom time DOES NOT improve academic performance. Many schools systems have downsized or eliminated PE under the assumption that more classroom instructional time will improve academic performance and increase standardized test scores. The available evidence contradicts this view.” 2
“94% of parents think it’s very important for elementary school kids to get physical activity during the school day.” 3
Tips for increasing Physical activity during the school day: 4 School-based physical education: Schools and physical education teachers can increase the amount of time students spend in physical education or add components to increase the quality of physical education class. Recess: School boards, superintendents, principals, and teachers can provide recess to students on a regular basis. This can benefit academic behaviors, and social development. Classroom-based physical activity: Teachers can incorporate active learning and physical activity breaks into the classroom setting to improve student performance and the classroom environment. Extracurricular physical activities: Superintendents, principals, and athletic directors can develop or sustain school-based sports programs. School administrators and teachers also can encourage after-school organizations, clubs, student groups, and parent groups to incorporate physical activities into their programs and events. Recommendations for School Boards: 1 Set direction: develop an understanding among the board, district staff and the community of the importance of physical activity and its link to student learning. (work internally and externally to create unified view of the positive correlation between physical activity and increases in student learning) Establish structure: formulate policies and institute goals that promote more schoolbased physical activity. Provide support: Seek out possible funding and develop school strategies that increase physical activity and are cost-effective. Ensure accountability: The policies and practices employed should have oversight and report the progress to the school board, any program partners and the community. Engage the community: Develop a strong relationship between the community and the district. Coordinate the use of any possible resources and work on creating cost-effective solutions that promote physical activity. Policy resources for increasing school-based physical activity: http://publichealthlawcenter.org/topics/active-living/school-policies http://www.cdc.gov/healthyyouth/healthtopics/wellness.htm http://www.prevent.org/data/files/initiatives/schoolpe.pdf www.csba.org/pab.aspx (scroll down to “Physical Education/Physical Activity”)
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Active Living Research. Active Bodies, Active Minds: Physical Activity and Academic Achievement. San Diego, CA: Active Living Research, Robert Wood Johnson Foundation, February 2010. 2 Trost, Stewart G. Active Education: Physical Education, Physical Activity and Academic Performance. San Diego, Ca: Active Living Research, Robert Wood Johnson Foundation, Fall 2007. 3 Davis, Matthew M. Gym Gone But Not Forgotten? Parents Want More Physical Activity for Kids at School. University of Michigan C.S. Mott Children’s Hospital, April 18 2011. 4 Centers for Disease Control and Prevention. The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.
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Physical Activity Clubs Thousand-Step Thursday Keep track of steps using pedometers and record steps on a chart or incorporate them into a mathematics lesson; grades 2 and up really enjoy using pedometers.
Walking Wednesday Make a commitment to walk for a period of time every Wednesday for the entire school year.
Twenty Miles in Twenty Days Choose a month with twenty school days. Map out an area around the school or community that is exactly one mile. Every day for a month, have students walk the mile course. At the end of the month, they will proudly say that they were able to walk twenty miles in twenty days! This is a great activity for the spring.
On-the-Move Monday Make a commitment to walk for a period of time every Monday for the entire school year.
Notes from a Successf ul Teacher:
I Last year I bumped int o one of my former stude nts and she said, “Know about second grade? Thou what I miss most sand-Step Thursday. I wi sh my third grade teacher took us walking.” I My class walked at the same time each week an d pa ren ts knew that if they showe were welcome to join us. d up, they I Teach students how to use pedometers; pedome ters are great motivators for walking.
did! Look what one school
rtland. If you’re not trance to Hall School in Po en the ss cro u yo e for be ess Runners” is a Be sure to look both ways “Recess Runners.” “Rec the by wn do run ing be rtunity to walk u risk y. Students have the oppo da paying close attention, yo l oo sch the g rin du ive d for each lap students act e a punch on an index car eiv program designed to get rec d an ds rio pe e fre return g recess and hole punches. When they the e giv or run a marked trail durin to y arb ne s nd parent volunteer sta The program has completed. A teacher or across the United States. th pa the on r the far bit a rker lunch. dance and behavior after inside, they move their ma en att r tte be g tin or rep teachers been a great success, with
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Quick Physical Activity Breaks The following activity breaks came from Kerra Cartwright, first grade teacher, Young Elementary School, Saco, 2008 There are several ways to incorporate the ideas below into the school day. You could: 1.) Use them in the classroom as a quick and easy physical activity break 2.) Put a few together for indoor recess 3.) Combine them all for use at a health fair or field day
High Knee Run/March
Run or march in place, lifting your knees in front of you as high as you can.
Hula Hoop
Around Your Waist. Do the best you can and have fun! Keep moving your hips! Hula hoop twirling builds abdominal strength. Twirling two hula hoops builds hand-eye coordination.
Tree Pose
Balance on one foot. Place your other foot on the inside of your balanced leg. Your knee should be pointing to the side and your heel pointing up your leg. It is okay to leave your toes on the ground if you need to. Bring your hands together in front of you or overhead. Change legs after a count to 30.
Wood Chopper
Stand with your feet hip distance apart. Squat down with arms extended in front of you with a ball between your hands or just bring your hands together in a fist. As you lower in a squat bring the ball towards the ground. As you rise up, bring the ball over your head. Keep your eyes looking straight ahead the entire time.
Chair Pose
Feet together. Legs together. Keeping your knees together, sit back like you were sitting in a chair. Hold that position as long as you can. Relax when you need too, and then try again.
Skate in Place
Pretend to ice skate in place as you hop side to side bringing your heel behind you as high as you can. Swing your arms side to side. You can do this without hopping by stepping side to side.
Agility Ladder
Form a line at one end of the ladder. Run through the ladder without stepping on the white bars. Pick your knees up high! Run up the ladder and then jog around to the end of your class line.
Jump the Hurdles
Form a line at the cone. The first person begins by stepping/jumping over the hurdles. When the student before you gets to the 3rd hurdle, the next person begins. Keep the line moving!
Squeeze the Ball
Place a ball between your hands, elbows pointing out to the side. Squeeze your palms in towards the ball. Feel your arms working hard!
Jump Rope
You can pretend jump rope or use a real jump rope. Keep moving! Jumping rope builds endurance. Jumping rope is an activity recommended for both children and adults, and can be done individually or in a group setting.
Hands to Knee
Extend your arms overhead. Lock your thumbs together. Lift one knee up as you pull your arms down to touch that knee. Arms go back overhead as that foot goes back down to the ground. Lift the other knee as you pull your arms down to touch the knee. Stand nice and tall to help your abdominal muscles get strong!
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Activity Cards The 5210 Wellness Committee at Lincoln Middle School decided to make it easy for staff at the school to incorporate physical activity into the school day by creating a set of activity cards designed for ease of use by staff. We’ve updated these cards with a Let’s Go! look for you to use as part of your 5210 Goes to School efforts. This is a fun way to incorporate physical activity into the kids’ and staffs’ days. The back side of this sheet provides you with four sample cards, to give you an idea of what they looked like. You can download the whole set on our school resources page at www.letsgo.org. The set includes a few blank cards for you and your students to fill in with your own ideas.
Staff should do these along with their students and role model physical activity in the classroom! Print and distribute these cards to classrooms or store them in a central area for teachers to check out. Get feedback and add to the deck with classroom suggestions. These activities were collected and adapted from many sources, including Take-Time, Brain Gym, Mighty Milers, Yoga Cards, and occupational therapy techniques.
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Bicycles on Desks Students sit on their desks and lean back onto hands for stability. Lift legs and bicycle in the air for 1 minute. Rest and repeat.
Cross Crawls In a standing position, lift your left knee and touch it with your right hand. Repeat using the opposite knee and hand. Try it for 30 seconds. This activity increases left/right brain connection!
Reverse Sit ups Students will jog a lap, then sit in their chairs and pull knees up to their chest for 30 seconds. Repeat for three rounds (or until students are satisfactorily challenged).
Partner Twists Stand back-to-back with a partner. #1 twists to one side and puts the opposite arm out for #2. #2 twists and touches palm-to-palm or finger-to finger with #1. #1 twists to the other side and does the same thing. How fast and accurate are you and your partner This activity increases left/right brain connection!
Incorporating Physical Activity into Classroom Lessons Let’s Go! and the 5210 Goes to School Program, which is not a curriculum, understand that school staff are busy. Anytime you can add something into your curriculum, it makes it that much easier to affect change. With this in mind, please check out these “Energizers” that incorporate physical activity into your already existing curriculum.
“Inches, Feet and Yards, Oh My!” Good for grades 1 - 4 This physical activity also involves students thinking about numbers and measurements. They’re literally thinking on their feet! Have students line up around the perimeter of the room or stand at desks. Now tell the students the rules of the game. Explain that when inches are called out everyone has to step in small steps about the length of one of their toes. When a foot is called out, they should step one foot in front of the other. When a yard is called out everyone should take a giant lunge forwards or backwards! Now you can call out different measurements and numbers. Change things up by changing the direction forward and backwards! Also, add in some jumps, twists, and stretches in between steps for at least 30 seconds. Variations: Add directions (right, left, forward, back). Use the metric system.
“Heart Smart” Good for grades 2 - 5 In this physical activity students learn about the heart, its function, and healthy and unhealthy habits. Have students stand at their desks. Then discuss the basics about the heart. Where is it located? (left side of chest); What size is it? (size of a fist); What’s the heart’s function? (circulate blood throughout the body). Now here’s where the physical activity comes in. Call out habits that strengthen the heart and habits that weaken the heart. For every action that is called out that strengthens the heart have students act it out for 15 seconds. For every action that is called out that weakens the heart have students fall down or squat for 5 seconds. Here are some examples; Strengthening Activities:
Weakening Activities:
Riding a bike
Raking the leaves
Eating pepperoni pizza
Eating fast food
Walking a dog
Washing the car
Smoking
Taking the elevator
Dancing
Taking the stairs
Watching too much TV
Eating potato chips
Skating
Swimming
Not eating fruits or vegetables
Eating sweets
This is a great activity that is physical and teaches children about healthy habits for their heart! Variations: Have Students think of their own habits
“As If ” Good for grades K - 3 This is a fun physical activity where a little creativity and imagination is the focus. Have the students stand at their desks. Let them know that they’ll be acting out physical activities as if something else is going on. For example; “Jog in place as if a big bear is chasing you!” “Jump in place as if you are popcorn popping!” “Shake your body as if you’re a wet dog!” “Reach up into the air as if you’re grabbing loose balloons!” Acting out physical activities while imagining some vivid and exciting scenarios will really get everyone’s heart pumping and their minds bristling. Variations: Have students come up with their own As if sentences or use a tree map for children to generate additional action words.
“Stop and Scribble” Good for grades 2 - 5 If your students are going through a list of spelling words or vocabulary for a particular subject then this is a great activity that incorporates exercise and spelling. Have students stand up at their desks and pair up. Make sure that everyone has paper out and something to write with. Now, call out a physical activity like jumping, twisting, jogging, jumping jacks, hopping knee lifts, playing air guitar, marching in place, etc. Just be careful to let them know not to hold their pencils and pens while being active! After 10-15 seconds call out a spelling word and have them write it down with the help of their partners. Repeat! After everyone has gotten a good physical activity break allow for a cool-down. Then write the spelling words on the board and have students check themselves. This is a great way to review spelling words while getting some exercise in and fostering teamwork. Variations: Do this outside and use sidewalk chalk instead of paper and pencil.
Adapted from Energizers developed by Activity Promotion Laboratory at the College of Health and Human Performance at East Carolina University.
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Activity Room The concept of an activity room has been successfully implemented in schools around the state as a way to reward good behavior and incorporate physical activity into the school day. Follow the steps below to create your own activity room.
1. Work with your administrator to identify a room that can be used as the activity room. The space can be fairly small, but should be big enough to accommodate a small class.
2. Set up physical activity stations and directions around the room. See tab one in this binder for ideas.
3. Apply for external funds (maybe the PTO? Other grant opportunities?) to stock the room with games and activities that promote physical activity. Consider: Twister, jump ropes, yoga balls, rowing machines, treadmills, Dance Dance Revolution, a rock climbing wall, etc.
4. Make the activity room a part of the school environment. Allow faculty and staff to give students a ‘coupon’ for 10 minutes in the activity room as a reward for good behavior.
Activity room in action:
nding School in activity room for Mast La an d ate cre y ull ssf ce suc or, ntified a room, other teachers, Robin ide PE teacher, Robin O’Conn d an n tio tra nis mi ad th wi sign up to closely system. Any teacher can ard Freeport, Maine. Working rew ide l-w oo sch a d d implemente the room to students determined the rules, an ff can offer ‘coupons’ for sta d an y ult fac d an , om ard a student. The bring their class to the ro ve the opportunity to rew ha ers mb me l oo sch All r. . Now, they give exhibiting positive behavio students on their birthdays to es ak pc cu e giv to d to give out the ent use ground keepers are able School Nutrition Departm d an ff sta l dia sto cu the room! Even ent. a coupon to the activity ool-wide unity and excitem sch s ate cre om ro e Th s. coupon
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Fun Ways to Be Physically Active Being a kid and being active is fun! Think of all the ways you like to be active in school, home, on vacation, at a friend’s house, with your family. Getting an hour of physical activity a day is not problem when you take advantage of all the ways you can be active and have fun. Here are some things you probably already enjoy that count as physical activity. Do you do any of these? Check the box if you do to remind you what you like when you feel like you’re out of ideas. Ride your bike
Practice karate
Walk to school
Play hopscotch
Go out at recess and play
Go swimming
Skateboard with your friends
Play tennis
Play basketball
Go to the park
Jump rope
Play softball, or baseball
Dance with your friends
Play soccer or kickball
Walk the dog
Play catch with a ball or a frisbee
Take a hike in your neighborhood
Take a dance or gymnastics class
Come up with a game plan for getting your at least one hour of physical activity every day. Write down some activities you like to do (consult the list above if you can’t come up with anything!); decide how many minutes you’ll spend on each activity and see how quickly it can add up! NAME OF ACTIVITY
# OF MINUTES
Adapted from http://www.fcs.uga.edu/ext/efnep/pubs/active.pdf
Get up! Get out! Get at least an hour of physical activity. Make sure it’s fun! 05/10 R02/12
StoryWalk™ What is a StoryWalk™? Combining physical activity with literacy may seem like an odd mix, but it’s an innovative way to get people of all ages out walking while reading children’s picture books. Pages of a book are transformed into signs that are then laid out on a trail inviting families, children, caregivers, teachers and others to follow the path of pages. Our StoryWalk™ pilot was developed using the picture book, Scoot! by Maine author/illustrator, Cathryn Falwell. Cathryn gave Let’s Go! permission to use her book in this way, and created extra illustrations that demonstrate to children how they can move like the animals featured in the pages of Scoot!. This StoryWalk™ set contains 29 pages or signs that can be placed along any path. We also have Down to the Sea with Mr. Magee, another local author/illustrator Chris Van Dusen.
Where can I use a StoryWalk™? StoryWalk™ can easily be set up on playgrounds, walking paths, hiking trails, or fields. Our signs are wind-proof and waterproof and can be placed at different heights for various age levels.
Why a StoryWalk™? Let’s Go! wanted to offer an activity rich in literacy and healthy movement. A StoryWalk™ is a great simple way to encourage physical activity and increase reading among youth and families.
For more information on how you can bring a StoryWalk™ to your site, please contact your local Let’s Go! Coordinator. You can find your local coordinator by going to http://www.letsgo.org/in-your-community/. The StoryWalk™ Project was created by Anne Ferguson of Montpelier, VT and developed in collaboration with the Vermont Bicycle & Pedestrian Coalition and the Kellogg Hubbard Library.
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5 2 1 0 Learning Relay, Grades 2 - 4 Maine Learning Results Alignment:
National Education Standards:
HEALTH EDUCATION AND PHYSICAL EDUCATION
NATIONAL HEALTH EDUCATION STANDARDS
A. Health Concepts 1. Students explain the relationship between healthy behaviors and personal health. 3. Students describe ways to detect and treat common childhood diseases and other health problems.
Reducing Health Risks Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks by identifying responsible health behaviors and personal health needs.
F. Decision-Making 1. Students apply decision-making steps to enhance health. a. Identify health-related situations that might require a thoughtful decision. b. List healthy options to health-related issues or problems and predict the potential outcomes of each option when making a health-related decision. c. Choose a healthy option when making a decision. H. Health-Related Fitness Plan 2. Students describe and give examples of the five health-related fitness components.
Setting Goals For Good Health Students will demonstrate the ability to apply a decision-making process to health issues and problems. Students will set a personal health goal and track progress toward its achievement.
NATIONAL ASSOCIATION FOR SPORTS AND PHYSICAL FITNESS Physical Activity A physically educated student exhibits a physically active lifestyle. Physical Fitness A physically educated student achieves and maintains a healthenhancing level of physical fitness.
Content: Health, Nutrition
Objective: Students will learn the 5210 message, which emphasizes healthy behaviors, including: eating five fruits and vegetables on most days, limiting screen time to two hours or less daily, participating in one hour or more of physical activity daily, and limiting soda and sugar-sweetened drinks, instead drinking water and low fat milk. Students will apply their understanding of the different components of the message by sorting and analyzing pictures that illustrate the message.
Procedure: Lesson Prep: 1. Print four sets of pictures from the attached list of 5210 concepts (or create your own set). 2. Make four containers for each concept, into which students will place appropriate message cards. Paper bags, small boxes, or coffee cans will work well as containers. Next, mark each container with a 5, 2, 1, or 0. 3. Before students arrive, place four hula hoops at the “start” line and scatter each set of cards within each hoop. Place four hula hoops at the opposite end of the field and put the four numbered containers within each hoop. When placing the hula hoops make sure that the “finish/answer” hoop is a great enough distance from the start line to provide for an active game. (continued on other side)
Inside: 1. Briefly discuss the 5210 message using a 5210 poster. When discussing the poster, avoid giving too many examples, as this is part of the lesson later. 2. Explain that the next activity will help students understand sorting and analysis using the 5210 message. 3. Processing questions: Why do you think there is a 5210 slogan? What do you think about the slogan? How can you try to follow the 5210 slogan? Outside: 1. Break the classroom into teams of 4 to 5—there should be four groups of five for a classroom of 20 students. 2. Next, have the students name their teams. 3. Designate each team to a “course” (start hula hoop and corresponding finish/answer hula hoop). 4. Explain to the students that they will want to apply their new knowledge of the 5210 message in order to decide which pictures should be put into each container. 5. The students should line up in front of the start hula hoops and the first student in line will select a picture and put it in the appropriate container at the opposite end of the field. When that student returns to the start hoop, the next student in line will have a turn to sort. This process will continue until all of the Variations: students have had a turn or all of the 5210 pictures have been k each team’s sorted. The group that finishes sorting first wins the relay race. In order to trac , print concept sorting accuracy 6. After the race, take a few minutes to review each group’s sorting red paper on different colo s rd ca and decisions, making corrections as appropriate. for each team.
Special Needs Students: Students unable to run from start to finish may be stationed at the finish/answer hula hoop to help their teammates sort the pictures into the appropriate containers.
Materials: 5210 Poster (download poster at www.letsgo.org) 8 hula hoops – In lieu of hula hoops, stomp out circles or squares in the snow to contain the message cards and numbered containers. 4 containers for each team, i.e. paper bags, shoe boxes, coffee cans, etc. 4 sets of pictures representing the different components of the 5210 message Small prizes to award the winning team (optional)
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Physical Activity Used as Punishment and/or Behavior Management
Position Statement Administering or withholding physical activity as a form of punishment and/or behavior management is an inappropriate practice.
Purpose This position statement addresses the inappropriate use of or withdrawal from physical activity as a disciplinary consequence, both within and outside of the school environment.
Intended Audience The audience for this position statement includes school administrators, physical education teachers, classroom teachers, coaches, parents and others working with children and young adults in physical activity settings (e.g., youth sport, interscholastic sport, YMCA, Boys’ and Girls’ Clubs).
Supporting Information Children and youths have many opportunities to be physically active in the school environment, including physical education class, recess, and before- and after- school programs. In addition, more than one third of children ages 9-13 participate in organized youth sport (Corbin, Pangrazi & LeMasurier, 2004). It is imperative that these experiences promote the importance of physical activity to one’s health. To become active adults, children and youths need to encounter positive physical activity experiences, as supported in the National Association for Sport and Physical Education’s (NASPE) Appropriate Instructional Practice Guidelines documents for elementary, middle and high school physical education (NASPE, 2009). A student’s motivation for being physically active by engaging in the important subject matter content of physical education and sport should never fall victim to the inappropriate use of physical activity as a disciplinary consequence. NASPE supports that view in its National Standards for Sport Coaches: Quality Coaches, Quality Sports, which states that coaches should “never use physical activity or peer pressure as a means of disciplining athlete behavior” (NASPE, 2005, p. 17). © 2009, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail naspe@aahperd.org
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Physical Activity as Punishment and/or Behavior Management (Cont.) Examples of the inappropriate use of physical activity include: • Withholding physical education class or recess time for students to complete unfinished school work or as a consequence for misbehavior. • Forcing students to run laps or perform push-ups because of behavioral infractions (e.g., showing up late, talking, and disruptive behavior). • Threatening students with physical activity or no physical activity (e.g., no recess, no game time), and then removing the threat because of good behavior. • Making students run for losing a game or for poor performance (e.g., missing a foul shot, dropping the football).
Core Issue The core issue is that administering or withdrawing physical activity as punishment is inappropriate and constitutes an unsound education practice. Inappropriate Exercise used as punishment is considered a form of corporal punishment in many states (e.g., California, Massachusetts, and Hawaii). Corporal punishment in schools is illegal in 29 states (Dupper & Dingus, 2008) and is defined as “physical pain inflicted on the body of a child as a penalty for disapproved behavior” (National Coalition to Abolish Corporal Punishment in School, 2006). Furthermore, many national professional organizations, including the American Academy of Pediatrics, the National Association for State Boards of Education, the National Education Association and the Centers for Disease Control and Prevention (Dupper & Dingus, 2008) have advocated for bans on corporal punishment. State boards of education in Hawaii and California prohibit withholding physical activity or using it as punishment. The absence of support for using physical activity as punishment renders its use by a teacher or coach indefensible, from a legal liability standpoint. Unsound Time spent on punishment is time that could be spent instructing students, developing fitness levels or other positive learning experiences. While some people believe that physical activity used as punishment and/or a behaviormanagement tool is effective, experts perceive this practice as a “quick fix” that actually might discourage the behavior it is intended to elicit. Using negative consequences to alter behavior suppresses the undesirable behavior only while the threat of punishment is present; it doesn’t teach self-discipline or address the actual behavior problem. Therefore, student behavior patterns are not changed (Weinberg & Gould, 2007). At times, it’s appropriate to remove a student briefly from a physical education lesson, recreational play, athletic practice or game to stop an undesirable behavior. For example, it’s appropriate to remove a student who is behaving in a manner that is unsafe. Teachers should devote that time to allowing the child or youth a moment to cool down, reflect upon his or her actions, and communicate with leaders as to why he or she was removed. Once the student © 2009, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail naspe@aahperd.org
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Physical Activity as Punishment and/or Behavior Management (Cont.) understands and conveys appropriate behaviors, he or she should return to the activity. However, any prolonged withdrawal of physical activity (e.g., holding a child back from recess or physical education as a consequence of classroom behavior) is both inappropriate and unsound for the same reasons mentioned above.
Alternatives to Physical Activity as Punishment Successful teachers and coaches create positive learning environments without using physical activity as punishment. Managing and motivating children and youths involve developing an effective preventive-management system; no one, simple solution works for all. Prevention is the key. The following list offers actions that are suitable alternatives to using physical activity as punishment: • Include students in establishing expectations and outcomes early in the year, and review those expectations and outcomes frequently. • Include students in meaningful discussions about goals and how to reach them. • Be consistent with enforcing behavioral expectations within the learning environment. • Practice and reward compliance with rules and outcomes. • Offer positive feedback and catch students doing things right. • Don’t reinforce negative behavior by drawing attention to it. • Hold students accountable for misbehavior. • Develop efficient routines that keep students involved in learning tasks. • Wait for students to be attentive before providing directions.
Appropriate Use of Physical Activity Meaningful engagement in physical activity is an essential aspect of physical education and sport. Building a sense of competence, advocating the joy of physical activity and moving, expanding movement and motor skills, and developing fitness levels are among the numerous practices that support appropriate behavior and the development of positive attitudes toward physical activity. When it comes to promoting healthy lifestyles, it’s just as important to use physical activity as a positive as it is to avoid using physical activity as a negative. Students need more experiences that use physical activity ⎯ rather than junk food ⎯ to celebrate significant events. Organizing a dance, developmentally appropriate games, cooperative activities, scavenger hunts, etc., provides students with the opportunity to move, socialize with peers and engage in physical activity for the fun of it.
Conclusion NASPE opposes administering or withholding physical activity as a form of punishment and/or behavior management. School administrators, physical education teachers, classroom teachers, coaches, parents and others working with children and young adults play a critical role in providing meaningful physical activity experiences. Therefore, teachers should see providing meaningful physical activity as a way to ensure that children and youths develop positive
© 2009, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail naspe@aahperd.org
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Physical Activity as Punishment and/or Behavior Management (Cont.) attitudes about physical activity and stop viewing physical activity as a means of punishment and/or behavior modification.
References Appropriate Instructional Practice Guidelines for Elementary School Physical Education, 3rd ed. (2009). National Association for Sport and Physical Education. Reston, VA: Author. Appropriate Instructional Practice Guidelines for Middle School Physical Education, 3rd ed. (2009). National Association for Sport and Physical Education. Reston, VA: Author. Appropriate Instructional Practice Guidelines for High School Physical Education, 3rd ed. (2009). National Association for Sport and Physical Education. Reston, VA: Author. Corbin, C.B., Pangrazi, R.P. & Le Masurier, G.C. (2004). Physical activity for children: Current patterns and guidelines. President’s Council on Physical Fitness and Sports Research Digest. Dupper, D. R. & Montgomery Dingus, A. E. (2008). Corporal punishment in U.S. public schools: A continuing challenge for school social workers. Children & Schools, 30, 243-250. National Coalition to Abolish Corporal Punishment in School (2006). Discipline at school. Retrieved from http://www.stophitting.org/disatschool/. National standards for sport coaches: Quality coaches, quality sports (2005). National Association for Sport and Physical Education. Reston, VA: Author. Weinberg, S. & Gould, D. (2007). Foundations of sport and exercise psychology. USA: Human Kinetics.
Position Paper Authors Renae Buss, LeMars Community School, LeMars, IA Raoul Donati, Discovery Middle School, Granger, IN Peter Rattigan, Rowan University, Glassboro, NJ Tony DiGregorio, Fairfax County Public Schools, Fairfax, VA Ellen Abbadessa, C.I. Waggoner Elementary School, Tempe, AZ Karen Pagnano Richardson, Bridgewater State College, Bridgewater, MA.
© 2009, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail naspe@aahperd.org
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Physical Activity as Punishment and/or Behavior Management (Cont.)
National Association for Sport and Physical Education An association of the American Alliance for Health, Physical Education, Recreation and Dance 1900 Association Drive Reston, Va. 20191 (p) 703-476-3410 (f) 703-476-8316 http://www.naspeinfo.org/
Suggested Citation: National Association for Sport and Physical Education. (2009). Physical activity used as punishment and/or behavior management [Position statement]. Reston, VA: Author.
© 2009, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail naspe@aahperd.org
Recess for Elementary School Students
A Position Paper from the National Association for Sport and Physical Education
It is the position of the National Association for Sport and Physical Education (NASPE) that all elementary school children should be provided with at least one daily period of recess of at least 20 minutes in length. Recess is an essential component of a comprehensive school physical activity program and of the total education experience for elementary school students. Various organizations including the United States Department of Health and Human Services and the United States Department of Education (USDHHS & USDE, 2000), Centers for Disease Control and Prevention (CDC, 1997), National Association for the Education of Young Children (NAEYC, 1998), and American Association for the Child’s Right to Play (IPA/USA, n.d.) support school recess as an integral component of a child’s physical, social, and academic development. Recess provides children with discretionary time to engage in physical activity that helps them develop healthy bodies and enjoyment of movement. It also allows children the opportunity to practice life skills such as cooperation, taking turns, following rules, sharing, communication, negotiation, problem solving, and conflict resolution. Furthermore, participation in physical activity may improve attention, focus, behavior, and learning in the classroom (California Department of Education, 2005; Hannaford, 1995; Jarrett, 1998; Jensen, 2000; Shephard, 1997; Symons, Cinelli, James, & Groff, 1997). Currently 16 percent of our nation’s children are overweight—a result of poor nutritional habits and a lack of physical activity (Hedley, et al., 2004). An increasing number of children are developing cardiovascular risk factors (e.g., high blood pressure) and type 2 diabetes (Kaufman, 2002). Daily physical activity is an important part of the solution to these health issues. National recommendations state that school-aged children and youth should participate in at least 60 minutes per day of moderate to vigorous physical activity (NASPE, 2004; Strong, et al., 2005; USDHHS & USDA, 2005). Participation in a regularly scheduled recess period can make an important contribution toward meeting this recommendation. In addition, extended periods of inactivity (two hours or more) are discouraged for elementary-age children (NASPE, 2004). NASPE recommends that: •
All children in elementary schools should engage in at least one daily period of recess for at least 20 minutes per period.
© May 2006 National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance
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Recess does not replace physical education classes. Physical education provides sequential instruction to enhance the development of motor skills, movement concepts, and physical fitness. Recess provides unstructured play opportunities that allow children to engage in physical activity.
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Recess is not viewed as a reward but as a necessary educational support component for all children. Therefore, students should not be denied recess so they can complete class work or as a means of punishment.
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Adequate and safe spaces and facilities are provided for all students to be physically active at the same time. Outdoor spaces are used whenever the weather allows.
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Adequate, safe, and developmentally appropriate equipment is provided for students to engage in enjoyable physical activity.
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Physical education and classroom teachers teach children positive personal and social skills (e.g., cooperation, conflict resolution) for use during recess.
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Safety rules are taught and enforced.
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Recess is properly supervised by qualified adults.
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Bullying or aggressive behavior is not tolerated.
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Adults intervene when a child’s physical or emotional safety is an issue.
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Recess is not scheduled immediately before or after physical education class.
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Recess does not interfere with physical education classes that are taking place in a common environment.
Quality physical education and daily recess are components of the elementary school educational experience that enable students to develop physical competence, health-related fitness, personal and social responsibility, and enjoyment of physical activity so that they will be physically active for a lifetime. References Centers for Disease Control and Prevention. (1997). Guidelines for school and community programs to promote lifelong physical activity among young people. Morbidity and Mortality Weekly Report 46,(no. RR-6), 12. © May 2006 National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance
California Department of Education. (March 2005). A study of the relationship between physical fitness and academic achievement in California using 2004 test results. Retrieved December 7, 2005 from http://www.cde.ca.gov/ta/tg/pf/. Hannaford, C. (1995). Smart moves. Alexander, NC: Great Ocean. Hedley, A. A., Ogden, C. L., Johnson, C. L., Carroll, M. D., Curtin, L. R., & Flegal, K. M. (2004). Prevalence of overweight and obesity among US children, adolescents, and adults, 1999-2002. Journal of the American Medical Association, 291, 2847-2850. Jarrett, O. S. (1998). Effect of recess on classroom behavior: Group effects and individual differences. Journal of Education Research, 92(2), 121126. Jensen, E. (2000). Teaching with the body in mind. San Diego, CA: Brain Store. Kaufman, F. R. (2002). Type 2 diabetes mellitus in children and youth: A new epidemic. Journal of Pediatric Endocrinology and Metabolism, 15(Suppl 2), 737-744. IPA/USA, & American Association for the Child’s Right to Play. (n.d.) The case for elementary school recess. Retrieved December 7, 2005 from http:/www.ipausa.org/recesshandbook.htm. National Association for the Education of Young Children. (1998). The value of school recess and outdoor play. Retrieved December 7, 2005 from http://www.naeyc.ort/ece/1998/08.asp. National Association for Sport and Physical Education. (2004). Physical activity for children: A statement of guidelines for children ages 5-12 (2nd ed.). Reston, VA: Author. Shephard, R. (1997). Curricular physical activity and academic performance. Pediatric Exercise Science 9, 113-126. Strong, W. B., Malina, R. M., Bumkie, C. J. R., Daniels, S. R., Dishman, R. K., Gutin, B., Hergenroeder, A. C., Must, A., Nixon, P. A., Pivarnik, J. M., Rowland, T., Trost, S., & Trudeau, F. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146, 732-737.
Š May 2006 National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance
Symons, C., Cinelli, B., James, T., & Groff, P. (1997). Bridging student health risks and academic achievement through comprehensive school health programs. Journal of School Health, 67(6), 220-227. United States Department of Health and Human Services & United States Department of Agriculture. (2005). The dietary guidelines for Americans, 2005 (6th ed.). Washington, DC: Author. United States Department of Health and Human Services & United States Department of Education (2000). Promoting better health for young people through physical activity and sports. Washington, DC: Author.
National Association for Sport and Physical Education (NASPE) 1900 Association Drive Reston, VA 20191 (p) 703-476-3410 (f) 703-476-8316 http://www.naspeinfo.org/ Suggested Citation: National Association for Sport and Physical Education. (2006). Recess for elementary school students [Position paper]. Reston, VA: Author.
Š May 2006 National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance
Six Alternatives to Withholding Recess as Punishment Kids love recess! It’s one of children’s rights to get outside, take a break, run, talk with friends and be free to play. The threat of taking that freedom away can be tempting when a child is misbehaving, but withholding recess as punishment is a mistake. Students need a break, especially those who are misbehaving. If a student does not turn in an assignment or talks to his or her neighbor too much, a lack of play will not make that student change. We, instead, suggest these six alternatives to taking away recess:
1.Create a group agreement. When kids create their own rules, they feel ownership to upholding those rules. As a class, talk about appropriate and inappropriate behavior. Ask your students to identify rules that the entire class should follow. If every student agrees, write it on a poster. If someone disagrees, ask 'Why' and discuss. When the list is complete, have every student sign the rules. Now when a rule is broken, a quiet reminder of “you and your class agreed...” will go a long way!
2.Develop fun lessons. When lessons are fun and engaging, students do not want to miss out. Give students ownership, ask interesting questions, let kids curiosity shine, and discuss. Or even play games for kids, integrating the curriculum!
3.Give students the tools to succeed. Everyone benefits from different learning environments. Provide such opportunities to help students. Try letting some stand at their desk, or bring in exercise balls for sitting. Let students teach and lead others. Provide quiet, friendly reminders to students who are working to change bad habits. Or even provide students a safe space to take a time out when they feel they need it. Trust the child.
4.Help students develop self control. As students develop self control, their interpersonal skills improve. Through stories and examples, teach calming techniques, such as counting backwards from 10 and visualizing. Have students practice in class either all together or individually. Then provide gentle reminders to students when the may need to use self control.
5.Talk... And talk some more. If a student is acting out, and it is time to find out why. Pull him/her aside and tell the student what you've observed. State the facts - what you saw, heard and know. Let this student determine how s/he is feeling. Sometimes a simple conversation can lead to better behavior. Other times, you may need to note how the behavior affects learning, or dig deeper by asking questions.
6.Make a plan. If a student’s behavior is consistently an issue, it's time to get to the bottom of it! First ask (both you and the student) if things are working as they are. When is the student acting out? What are you both trying to accomplish at the time? Do one or both of you need to make a change? Brainstorm things that could be done differently. Once everyone agrees on a plan, write it down.
Resources adapted from Playworks: www.playworks.org. Playworks offers training, consultation, and direct service, serving schools and youth organizations across the country.
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NASPE Resource Brief The Difference Between Physical Education and Physical Activity Physical education and physical activity both contribute to the development of healthy, active children. However, many today are confused about what exactly physical education and physical activity are. Physical activity is not analogous to physical education. Physical education programs offer the best opportunity to provide physical activity to all children and to teach them the skills and knowledge needed to establish and sustain an active lifestyle. Instruction in this curricular area is delivered in the school setting by qualified teachers who assess student knowledge, motor and social skills in a safe, supportive environment. Physical education teaches youth how to be physically active in safe, equitable and healthful ways. Physical activity is bodily movement of any type and may include recreational, fitness, and sport activities. In fact, physical activity is almost anything that involves the muscular and skeletal systems. Physical activity should be part of a physical education class, but it can also be incorporated into other academic subject areas, including recess, and before and after school physical activity programs. Physical education teaches how to be wise consumers of physical activity. It is not enough to be just physically active; participants need to realize the benefits, skill techniques, training principles, values and appreciations of a physically active lifestyle. Based on a sequence of learning, physical education should not be compared to or confused with other physical activity experiences such as recess, intramurals, athletics, marching band and other recreational activities. Quality physical education programs offer learning opportunities, appropriate instruction, and meaningful and challenging pedagogical experiences for all participants. NASPE Resources Is It Physical Education or Physical Activity? – NASPE believes every child deserves both a quality physical education and physical activity program. Understanding the difference between the two is critical to understanding why both contribute to the development of healthy, active children. What Constitutes a Quality Physical Education Program? – NASPE position statement outlining the components of a quality physical education program. Integrating Physical Activity Into the School Day – NASPE guidance document with suggestions and resources for integrating physical activity throughout the school day for students and staff. Comprehensive School Physical Activity Programs Package – Various resources discuss the importance and elements of a comprehensive school physical activity program. These position statements together form the Comprehensive School Physical Activity Program Package. Other Resources National Physical Activity Plan – The National Physical Activity Plan is a comprehensive set of policies, programs, and initiatives that aim to increase physical activity in all segments of the American population. Healthy People 2020 – Healthy People 2020 provides science-based, 10-year national objectives for improving the health of all Americans. Support REAL Teachers – Teachers committed to relevant and meaningful quality physical education. REAL teachers use practices that help students develop the skills, knowledge, and values needed to be physically active for the rest of their lives.
NASPE Resource Brief The Difference Between Physical Education and Physical Activity Other Resources, con’t John Ratey, MD – Associate Clinical Professor of Psychiatry at Harvard Medical School and author of Spark: The Revolutionary New Science of Exercise and the Brain. SPARK is a groundbreaking exploration of the connection between exercise and the brain’s performance. Dr. John Ratey Interview – YouTube interview with Dr. John Ratey on the connection between exercise and the brain's performance. Brain Rules – In Brain Rules, Dr. John Medina, a molecular biologist, shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work. Contact Info NASPE: 1-800-213-7193 x410; naspe@aahperd.org
Physical Education Is Critical to Educating the Whole Child
It is the position of the National Association for Sport and Physical Education (NASPE) that physical education is critical to educating the whole child, and that all students in grades K-12 should receive physical education on a daily basis.
Educating the Whole Child Research confirms that students perform better in school when they are emotionally and physically healthy. They miss fewer classes, are less likely to engage in risky or antisocial behavior, concentrate more and attain higher test scores. Unfortunately, too many students go to class in less-than-optimal health.
ASCD, formerly the Association for Supervision and Curriculum Development, is leading a “whole child initiative” based on the premise that 21st-century demands require a new and better way of approaching education policy and practice: a whole-child approach to learning, teaching and community engagement. This whole-child approach to education holds that each child: 1. Enters school healthy, and learns about and practices a healthy lifestyle. 2. Learns in an intellectually challenging environment that is physically and emotionally
safe for students and adults. 3. Is actively engaged in learning and is connected to the school and broader community. 4. Has access to personalized learning and is supported by qualified, caring adults. 5. Is challenged by a well-balanced curriculum and is prepared for success in college or
further study and for employment in a global environment.
Visit www.ascd.org/wholechild for more information.
© 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) High-Quality Physical Education Whole-child education addresses the body, mind and spirit. While physical education addresses the knowledge (cognitive) and social (affective) aspects of the child, its main focus is on physical development and skills (psychomotor).
The goal of physical education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of physical activity. The National Standards for Physical Education (NASPE, 2004), which provide the framework for high-quality physical education, defines a physically educated person as one who: •
Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities (Standard 1).
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Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities (Standard 2).
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Participates regularly in physical activity (Standard 3).
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Achieves and maintains a health-enhancing level of physical fitness (Standard 4).
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Exhibits responsible personal and social behavior that respects self and others in physical activity settings (Standard 5).
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Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction (Standard 6).
To meet those standards, three other aspects of high-quality physical education must be in place:
1. The opportunity to learn. That includes: •
Instruction periods totaling a minimum of 150 minutes per week (elementary) and 225 minutes per week (middle and secondary school).
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High-quality physical education specialists (NASPE, 2007) who provide a developmentally appropriate program.
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Adequate equipment and facilities.
2. Appropriate instruction practices. Physical education programs can provide many benefits (e.g., physical competence, health-related fitness, self-responsibility and
© 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) enjoyment of physical activity for all students so that they can be physically active for a lifetime), but only if they are well-planned and implemented. Specific components of appropriate instruction practices should focus on: •
Teaching for skill development.
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Teaching students to regularly participate in healthful physical activity.
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Teaching students how to improve physical fitness.
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Integrating physical activity with other subject areas.
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Teaching students’ self-discipline.
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Teaching students to improved their own judgment.
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Teaching students how to manage and reduce stress.
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Teaching students how to strengthen peer relations.
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Teaching students about self-confidence and self-esteem.
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Teaching students how to set goals.
3. Student and program assessment. High-quality physical education programs provide instructional experiences for students, and they demonstrate student learning from those experiences. Assessment must form a consistent part of a physical education program to establish accountability for quality teaching and, subsequently, student learning.
Meaningful assessment can occur in a variety of ways (e.g., formal, informal, formative, summative, authentic, alternative, peer assessment, process-oriented). Results of these assessments should be used to improve practice and instruction, and to advocate for the physical education program.
Status of Physical Education in the United States In addition to NASPE, the U.S. Centers for Disease Control and Prevention (CDC) and the National Association of State Boards of Education (NASBE) recommend that all elementary school students participate in at least 150 minutes per week of physical education and that all middle and high school students participate in at least 225 minutes per week of physical education per week for the entire school year.
© 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) Physical education is institutionalized in most schools in the United States. In its School Health Policies and Practices Study (2006), CDC found that 63 percent of elementary schools, 83.9 percent of middle schools and 95.2 percent of high schools require physical education, yet the vast majority of students do not receive the nationally recommended amount of physical education. Only 3.8 percent of elementary schools, 7.9 percent of middle schools and 2.1 percent of high schools provide the nationally recommended daily physical education or its equivalent for the entire school year for students in all grades in the school, CDC found.
Support for High-Quality Physical Education NASPE, CDC, the American Academy of Pediatrics, the American Heart Association, the U.S. Department of Health and Human Services, the U.S. Department of Education and the President’s Council on Physical Fitness and Sport all support the need for physical activity and for high-quality physical education in schools (NASPE, 2010).
Support From Within Physical Education During difficult economic times, states and school districts often examine ways to decrease spending and balance the budget. As a result, physical education often is targeted for reduction or elimination. However, physical education (included in the whole-child approach) represents a critical investment in the immediate and long-term health and productivity of our nation’s citizens (NASPE, 2009b). The need for increased amounts of physical activity is well documented (see the U. S. Department of Health and Human Services’ 2008 Physical Activity Guidelines for Americans available at www.health.gov/paguidelines).
As Rink, Hall & Williams write in Schoolwide Physical Activity (2010): “The cornerstone of a comprehensive school effort to increase the physical activity levels of students is a good physical education program.”
Also, Le Masurier and Corbin (2006) identify these 10 reasons in support of physical education: 1. Regular physical activity helps prevent disease. 2. Regular physical activity promotes lifetime wellness. 3. Quality physical education can help fight obesity. 4. Quality physical education can help promote lifelong physical fitness. 5. Quality physical education provides unique opportunities for activity. 6. Quality physical education teaches self-management and motor skills. © 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) 7. Physical activity and physical education promote learning. 8. Regular physical activity makes economic sense. 9. Physical education is widely endorsed. 10. Quality physical education helps to educate the total child.
Support From Health Professionals The CDC provides guidelines for school and community programs to promote life-long physical activity among young people. Those guidelines include several key points related to policy, environment, physical education, health education, extracurricular activities, parental involvement, personnel training, health services, community programs and evaluation (CDC, 2010).
Support From National Surveys Physical education enjoys tremendous parental support. Based on recent surveys, many parents believe that physical activity and physical education should be regular components of the K-12 school curriculum for all students.
Further evidence of support: •
Some 31 percent of physical education teachers polled perceive increased support from parents regarding students’ physical activity, and 27 percent perceive increased support from parents regarding students’ physical education (NASPE, 2009a).
•
Nearly 95 percent of parents polled say that regular daily physical activity helps children perform better academically and should be a part of the K-12 school curriculum for all students (NASPE, 2003).
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More than 75 percent of parents polled say that additional amounts of physical education could make a positive impact on childhood obesity (NASPE, 2003).
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Between 54 percent and 84 percent of parents polled say that physical education is at least as important as another subject (NASPE, 2003).
•
More than 90 percent of parents polled express the desire for more physical education in schools, particularly for fighting childhood obesity (Harvard School of Public Health, 2003).
For more information, see NASPE’s Shape of the Nation, 2010.
© 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) Support From Research Research has shown physical activity’s and physical education’s positive impacts on student attendance, participation and enthusiasm for academic subjects and motivation to learn, as well as reduced behavior and discipline problems (Pellegrini, Huberty & Jones, 1995; Strong, et al., 2005). In addition, numerous studies show significant positive relationships between physical fitness and academic achievement, including improved performance on standardized tests (California Department of Education, 2005; Texas Education Agency, 2009; CDC, 2010).
Support From the National Physical Activity Plan In part because of intense pressure to improve performance and increase test scores, schools have reduced the amount of time that students are physically active during the school day. Recent research, however, indicates that physical activity has a positive impact on academic performance.
The U.S. National Physical Activity Plan (http://www.physicalactivityplan.org/index.php) encourages teachers, coaches, administrators and school district officials to take a leadership role in carrying out seven strategies for increasing physical activity. The first two strategies focus on high-quality physical education:
1. Provide access to and opportunities for high-quality, comprehensive physical activity programs, anchored by physical education in pre-kindergarten through grade 12 education settings. Ensure that the programs are physically active, inclusive, safe, and developmentally and culturally appropriate.
2. Develop and implement state and school district policies requiring school accountability for the quality and quantity of physical education and physical activity programs.
Find more information at http://www.physicalactivityplan.org/index.php.
Conclusion A high-quality physical education program offers students more than just skill development and physical activity; it emphasizes student learning in all three domains (psychomotor, cognitive and affective). While the psychomotor domain is the most obvious domain of focus in a high-
© 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) quality physical education setting, purposeful instruction in the cognitive and affective domains also enhances student development and fosters a healthy, physically active lifestyle.
Students who are unhealthy, are inactive and lack good nutrition often are unmotivated to learn in the classroom, and that presents a barrier to a complete education. NASPE’s position is that a high-quality physical education program, supported by the school and community, is vital to providing students with the education they need and deserve, and is critical to a complete education and development of the whole child.
National Association for Sport and Physical Education An association of the American Alliance for Health, Physical Education, Recreation and Dance 1900 Association Drive Reston, Va. 20191 (p) 703-476-3410 (f) 703-476-8316 http://www.naspeinfo.org/
References California Department of Education (2005). A study of the relationship between physical fitness and academic achievement in California using 2004 test results. Sacramento, CA: Author. Harvard School of Public Health (2003). Obesity as a public health issue: A look at solutions. Boston: Author. Le Masurier, G. & Corbin, C.B. (2006). Top 10 reasons for quality physical education. Journal of Physical Education, Recreation and Dance 77(6), 44-53. National Association for Sport and Physical Education (2003). Parents’ views of children’s health and fitness: A summary of results. Reston, VA: Author. © 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) National Association for Sport and Physical Education (2004). Moving into the future: National standards for physical education (2nd ed.). Reston, VA: Author. National Association for Sport and Physical Education (2007). “What constitutes a highly qualified physical education teacher?” A position statement from the National Association for Sport and Physical Education. Reston, VA: Author. National Association for Sport and Physical Education (2009a). Physical education trends in our nation’s schools: A survey of practicing K-12 physical education teachers. Port Washington, NY: Roslow Research Group. National Association for Sport and Physical Education (2009b). Reducing school physical education programs is counter-productive to student health and learning and to our nation’s economic health. Reston, VA: Author. National Association for Sport and Physical Education & American Heart Association (2010). 2010 Shape of the nation report: Status of physical education in the USA. Reston, VA: Author. Pellegrini, A.D., Huberty, P.D. & Jones, I. (1995). The effects of recess timing on children’s playground and classroom behaviors. American Educational Research Journal, 32(4), 845-864. Rink, J.E., Hall, T.J., & Williams, L.H. (2010). Schoolwide physical activity: A comprehensive guide to designing and conducting programs. Champaign, IL: Human Kinetics. Strong, W., Maline, R., Blimkie, C., Daniels, S., Dishman, R., Gutin, B., Hergenroeder, A., Must, A., Nixon, P., & Pivarnik, J. (2005). Evidence-based physical activity for schoolage youth. Journal of Pediatrics, 146(6), 732-737. Texas Education Agency (2009). Physically fit students more likely to do well in school, less
© 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
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Physical Education Is Critical to Educating the Whole Child (Cont.) likely to be discipline problems. Austin, TX: Texas Education Agency. U.S. Centers for Disease Control and Prevention (2006). “SHPPS: School health policies and practices study.” Available at http://www.cdc.gov/HealthyYouth/shpps/. Accessed January 2011. U.S. Centers for Disease Control and Prevention (2010). The association between school-based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services.
Contributing Author Brent Heidorn, University of West Georgia
Suggested Citation National Association for Sport and Physical Education. (2011). Physical education is critical to educating the whole child [Position statement]. Reston, VA: Author.
© 2011, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20190, U.S. (703) 476-3410 • Fax (703) 476-8316 • E-mail: naspe@aahperd.org
NASPE Resource Brief Quality Physical Education A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in our nation’s youth. The Four Components of a High-Quality Physical Education Program Opportunity to Learn o All students are required to take physical education o Instructional periods total 150 minutes per week (elementary) and 225 minutes per week (middle and secondary school) o Physical education class size consistent with that of other subject areas o Qualified physical education specialist provides a developmentally appropriate program o Adequate and safe equipment and facilities Meaningful Content o Written, sequential curriculum for grades P-12, based on state and/or national standards for physical education o Instruction in a variety of motor skills designed to enhance the physical, mental, and social/emotional development of every child o Fitness education and assessment to help children understand, improve and/or maintain physical well-being o Development of cognitive concepts about motor skill and fitness o Opportunities to improve emerging social and cooperative skills and gain a multi-cultural perspective o Promotion of regular amounts of appropriate physical activity now and throughout life Appropriate Instruction o Full inclusion of all students o Maximum practice opportunities for class activities o Well-designed lessons that facilitate student learning o Out of school assignments that support learning and practice o Physical activity not assigned as or withheld as punishment o Regular assessment to monitor and reinforce student learning Student and Program Assessment o Assessment is an ongoing, vital part of the physical education program o Formative and summative assessment of student progress o Student assessments aligned with state/national physical education standards and the written physical education curriculum o Assessment of program elements that support quality physical education o Stakeholders periodically evaluate the total physical education program effectiveness Why is Quality Physical Education Important? Quality physical education programs help all students develop: health-related fitness physical competence cognitive understanding positive attitudes about physical activity so that they can adopt healthy and physically active lifestyles
NASPE Resource Brief Quality Physical Education Resources NASPE National Standards for Physical Education o Moving into the Future: National Standards for Physical Education NASPE Position Statements o What Constitutes a Quality Physical Education Program o What Constitutes a Highly Qualified Physical Education Teacher o Appropriate Maximum Class Length for Elementary Physical Education o Opposing Substitution and Waiver/Exemptions For Required Physical Education NASPE Publications o QPE Kit - Quality Physical Education Standards & Guidelines - K-12 Package – Set of NASPE publications that define a quality physical education program and are essential for every physical educator are now available in one convenient package. Elementary Package ▪ Middle School Package ▪ High School Package o Opportunity to Learn Guidelines – Guidebook helps measure progress toward the essential elements of high-quality physical education in schools. Features a self-evaluation checklist to assess programs. o Appropriate Instructional Practice Guidelines – Guidance for teachers, administrators, parents/guardians, and policymakers on creating and maintaining appropriate PE learning environments, instructional strategies, curriculum, assessment, and professionalism. o Concepts and Principles of Physical Education: What Every Student Needs to Know – Prepares readers for National Board of Professional Teaching Standards certification. Guidebook for determining the concepts and principles of physical education that K-12 students will need to master to lead healthy, active lifestyles. o NASPE Assessment Series – Series of booklets which include current and innovative assessment ideas, tactics, and strategies and how to use them in K-12 physical education classes and physical education teacher preparation programs. Evaluation Tools o School Physical Education Program Checklist – NASPE urges principals, teachers and parents to conduct an assessment of their school's physical education program by evaluating its strengths and weaknesses, and preparing a plan for improvement where needed. o Physical Education Teacher Education Evaluation Tool – Identifies the knowledge, skills, and behaviors needed to provide sound instruction in physical education. Assists principals, curriculum specialists, and others who evaluate physical education teachers as well as to guide physical education teachers in reflection and self-assessment, and serves as an instructional tool in college/university physical education teacher education programs. Research o Shape of the Nation Report 2010 – Provides current information on the status of physical education in each of the states and the District of Columbia. o CDC School Health Policies and Programs Study – SHPPS is a national survey periodically conducted to assess school health policies and practices at the state, district, school, and classroom levels. SHPPS was most recently conducted in 2006. o Physical Education Trends in Our Nation's Schools-A Survey of Practicing K-12 Physical Education Teachers – Online survey conducted among physical education teachers in elementary, middle, and high schools across the United States. This survey was designed to explore a number of key aspects of physical education programs in our nation’s schools.
NASPE Resource Brief Quality Physical Education Resources, con’t Model State Policy o Rhode Island School District Nutrition & Physical Activity – Model Policy Language o Pennsylvania Draft Physical Education Policy Federal Legislation o ESEA Reauthorization – News and background information on the reauthorization of the Elementary and Secondary Education Act. o PHYSICAL Act – Legislation to make physical education and health education core academic subjects and reauthorize PEP as a stand-alone program. Take action! o FIT Kids – Legislation requiring all schools, districts, and states to report the amount of time spent in physical education on their Title I report cards. Supports professional development for teachers and principals to promote healthy lifestyles and physical activity. Take action! Why Children Need Physical Education – Benefits provided to children by a quality physical education program. Is It Physical Education or Physical Activity? – NASPE believes every child deserves both a quality physical education and physical activity program. Understanding the difference between the two is critical to understanding why both contribute to the development of healthy, active children. Working with Schools to Increase Physical Activity Among Children and Adolescents in Physical Education Classes: An Action Guide – Provides information on the resources and key steps to work with schools to increase physical activity among children and adolescents in physical education classes. Top 10 Reasons for Quality Physical Education – JOPERD article by Guy Le Masurier and Charles Corbin, Volume 77 No. 6 • August 2006.
Contact Info NASPE: 1-800-213-7193 x410; naspe@aahperd.org
School Physical Education Program Checklist How Does Your Program Rate? The National Association for Sport and Physical Education (NASPE) has been setting the standard for the profession for over 32 years and is committed to quality physical education for every student including Limited English Proficiency (LEP) and those with special needs. Does your school’s physical education program help all students attain the knowledge, skills and attitudes necessary for them to lead healthy, active and productive lives? NASPE urges principals, teachers and parents to conduct an assessment of their school's physical education program by evaluating its strengths and weaknesses, and preparing a plan for improvement where needed. Here are 15 quick questions to ask:
1. Is physical education taught by a qualified teacher with a degree in physical education? 2. Do students receive formal instruction in physical education: a. for a minimum of 150 minutes per week (elementary) and 225 minutes per week (middle and high)? OR b. for at least 3 class periods per week for all grades the entire school year. 3. Is the physical education class size similar to other content areas to ensure safe, effective instruction?
Yes Yes
No No
Yes
No
4. Is there adequate equipment for every student to be active?
Yes
No
5. Is appropriate technology incorporated on a regular and continuing basis?
Yes
No
6. Are indoor and outdoor facilities safe and adequate (so that physical education classes need not be displaced by other activities)? 7. Is there a written mission statement and sequential curriculum based on state and/or national standards for physical education? 8. Are formative and summative assessments of student learning included in the physical education program, and are they related to meaningful content objectives? 9. Does the program provide for maximum participation for every student (e.g., inclusion, no elimination games, all students active at once, developmentally appropriate activities, etc)? 10. Does the program help to systematically develop the physical, cognitive, social andemotional aspects of each student? 11. Do the physical education teachers regularly participate in physical education professional development activities and have memberships in related professional organizations? 12. Do the physical education teachers receive student health information and have a plan for handling emergencies? 13. Is there regular periodic evaluation by administrators of the physical education program and teacher performance? 14. Do the physical education teachers communicate with other educators, administration and parents on a frequent basis? 15. Do the physical education teachers seek feedback for improvement from students, peers, and parents as a means for program evaluation and improvement?
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
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© 2009, National Association for Sport and Physical Education, an association of the American Alliance for Health, Physical Education, Recreation and Dance, www.aahperd.org/naspe 1900 Association Drive • Reston, VA 20191, U.S. (703) 476-3410 • Fax (703) 476-8316 • Email naspe@aahperd.org
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School PE Program Checklist (Cont.)
HOW DID YOU DO? If you answered “YES” to all of the questions on the Physical Education Check-up, your school may be able to qualify for the NASPE STARS national recognition program for quality physical education programs. For more information, visit www.naspeinfo.org/stars. If you answered “NO” to one or more of the questions on the Physical education Check-up, please utilize this Action Plan for Quality Physical Education to get you started improving your school physical education program. NASPE has the necessary physical education standards, opportunity to learn standards, appropriate instruction practices, professional inservice programs and assessment tools to help you. Call 1-800-321-0789 or visit our website at www.naspeinfo.org.
Action Plan for Quality Physical Education Criteria
Action
List any questions with a “NO” response from the physical education check-up
How do you propose to change this to a “YES” response? List action steps here.
Short Term Objectives/Goals
List specific goals for the first 1-3 years.
Long Term Objectives/Goals
List specific goals for the next 3-5 years
Criteria Met Place the date of success here!
The preeminent national authority on physical education and a recognized leader in sport and physical activity, the National Association for Sport and Physical Education (NASPE) is a non-profit professional membership association that sets the standard for practice in physical education and sport. NASPE’s 17,000 members include: K-12 physical education teachers, coaches, athletic directors, athletic trainers, sport management professionals, researchers, and college/university faculty who prepare physical activity professionals. The mission of NASPE is to enhance knowledge, improve professional practice, and increase support for high quality physical education, sport and physical activity programs through research, development of standards, and dissemination of information. It is the largest of the five national associations that make the American Alliance for Health, Physical Education, Recreation & Dance (AAHPERD).
We Make Winter Fun! WinterKids helps children develop healthy lifelong habits through fun, outdoor winter activity. WinterKids Guide to Outdoor Active Learning Teaches educators how to take the classroom outside and get students moving and learning! Contact WinterKids for a GOAL training at your school!
WinterKids Passport th
th
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Offers all Maine 5 , 6 , and 7 graders free and discounted tickets, lessons, and rentals to downhill ski, cross country ski, snowboard, ice skate, and more.
WinterKids FunPass th
Offers all Maine children, from preschool through 4 grade, the chance to try cross country skiing and snowshoeing for free at over 20 locations!
WinterKids Welcome To Winter Educates immigrant, refugee, and economically disadvantaged communities about the joys and benefits of outdoor winter activity. Shows kids and their families how much fun winter can be!
For more information, please visit:
www.winterkids.org WinterKids P.O. Box 7566 Portland, ME 04112 (207) 871-5700
All Children Exercise Simultaneously (ACES) Each May, on a designated date and time, millions of school children all over the globe will exercise simultaneously in a symbolic gesture of fitness and unity to show the world the importance of developing an active lifestyle starting at an early age and its impact on health throughout the lifespan. This noncompetitive program has proven to be educational, motivational, and fun. The State of Maine has developed a resource manual tailored to Maine schools. The manual provides planning and program suggestions, promotional materials, materials for students, a history of ACES, nutrition and physical activity resources, and much more. The manual can be downloaded at www.maineinmotion.org/aces.asp. It is also available in hard copy for $5.50 each (to help cover postage and handling) by contacting dianec@mcd.org. Remember, your physical activity efforts don’t have to happen just once a year. Some schools have enjoyed the ACES program so much that they have joined the Project ACES Club, in which you can replicate this activity as often as you like throughout the school year. Find out more about the free club at http://www.lensaunders.com/aces/acesclub.html. The following pages are activity ideas from the Maine manual.
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Our Trained Instructors Have a History of Success
Promoting Safe Bicycling and Walking to Students
The Bicycle Coalition of Maine and the Maine Department of Transportation have provided these programs to over 80,000 students in hundreds of school across Maine since 2000. In the time that bicycle safety has been taught in Maine schools, bicycle crashes among youth have declined 51%. These programs prevent injuries and save lives. The Bicycle Coalition of Maine and the Maine Department of Transportation are committed to making Maine a better place to bicycle and walk, through education and improving communities.
creates healthier kids
Three programs provided at no charge that educate and encourage your students to form healthy, life-long habits.
Houlton Safety Patrol
Town of York, ME
dBIKE n a L WA to CHOOL
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Topsham ME Bike Club
To sign up for any of these programs please visit the Bicycle Coalition of Maine’s website at: www.BikeMaine.org or call 207-623-4511.
MaineDOT
Bike and Pedestrian Safety Education Trained Instructors come to your class to teach bicycle and pedestrian safety to your grade 3-8 classes.
After School Bicycle Clubs
The Maine Safe Routes to School Program is a statewide effort within Maine to increase bicycling and walking to school and improve student transportation choices, safety and health. Topsham ME Bike Club
Safety Instructor
What do you get from the Bicycle and Pedestrian Safety Education presentation? An in-depth presentation on bike safety that fits within your regular class periods An overview on how to be a safe pedestrian Handouts for all students and their parents A program that adds value to Walk and Bike to School events
What Teachers say about our Bicycle and Pedestrian Safety Programs: “Your program was outstanding! The handouts were excellent and used as a reading lesson and homework was given involving the parents. All in all, this was a most worthwhile activity! We would like to do this again and again. Thank you very, very much.” C. Stachowiak & B. Wilson, Coffin Elementary, Brunswick
“The presentation was informative in an appealing manner. The ABC Quick check was especially valuable and something the children can easily apply. Thanks for an informative and enjoyable presentation.” Mr. Keniston, Mayo Middle School, Dover-Foxcroft
For more information contact Jim Tasse at 207-623-4511 or Jim@BikeMaine.org
Safe Routes to School
After School Bicycle Clubs give students an opportunity to practice safe bicycling habits under the guidance of our trained instructors.
What do you get from an After School Bicycle Club?
Design your own weekly, monthly or yearly walk and bike to school events with the help of our staff. This program can provide posters and incentives to publicize your events.
Sample Events: Walk and Wheel Wednesdays Walk & Bike Challenges (Fall and/or Spring) Walk and Bike to School Days (October, May)
Six weekly after school on-bike sessions Each session includes a brief classroom education component and a community bike ride You have FUN! Topsham ME Bike Club
Sample Curriculum
South Berwick Walking school bus
Week One: Getting to Know Your Bike; Fixing a flat, changing a flat and more! Week Two: Bike Driver’s Ed; Learn to practice safe bike driving skills and practice on the road! Week Four: Night Riding, Bad Weather Riding Tips; Learn how to use lights, clothing and other tips to make bicycling safe in any conditions!
The Maine Safe Routes to School Program also funds construction projects that improve pedestrian and bicycle safety and link town centers, schools and neighborhoods so that students and their families can safely walk and bike.
For more information contact Jim Tasse at 207-623-4511 or Jim@BikeMaine.org
For more information contact Darcy Whittemore at 207-623-4511 or saferoutes@BikeMaine.org
e in a M n I lk a W e f a S A
A Safe Walk In Maine MaineDOT For more information, please call 207-624-3252
www.mainedot.gov
The First Step Is To Think!
Watch your step! Building Vital Communities Step by Step Whether walking to get the mail, walking kids to the bus stop, walking from the parking garage to the office, walking the dog, or walking to the store, we are all pedestrians almost every day. Some people walk for recreation, to save money, or to reduce pollution. Others walk because they do not or cannot drive. This includes our children and many of our elderly. It’s important for communities to recognize this and to give people the opportunity to walk. Walking promotes healthy living and vibrant communities. Pedestrian-friendly communities are magnets for tourism and economic development. They reap the rewards of increased retail sales, enhanced safety, reduced noise and air pollution, less congestion, and less wear and tear on roads. Not to mention people are happier and healthier. Perhaps it’s time to make walking a more regular, routine part of our lives — and our children’s lives. Here are just a few steps Maine communities can take to encourage people of all ages and abilities to walk more:
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Improve crosswalks.
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Put in new sidewalks.
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Create and mark walking routes that are easily accessible and well lit. Link points of interest with a walking path. Consider traffic calming measures in popular pedestrian areas. Identify local buildings for indoor walking.
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Walk safe. Live well. Build community.
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Watch Your Step!
Everyone is a pedestrian at some time or another. We all need to know exactly how to walk carefully so we get to where we’re going safely. As pedestrians, we are vulnerable. On average, a pedestrian is hit by a motor vehicle in Maine ONCE A DAY. Ninety percent of pedestrians involved in a crash are injured to some degree. Here are some simple ways to help ensure we all have a safe walk:
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Be seen. Dress brightly. At night, wear reflective gear and carry a good flashlight. Always walk on the sidewalk; if there is no sidewalk, walk against traffic.
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Use a crosswalk, if available.
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Walk defensively.
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Don’t be distracted.
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Watch out for cars. Motorist distractions are a primary cause of pedestrian crashes.
Accidents involving pedestrians occur throughout the year and significantly increase at night. So it’s important to walk safely all of the time.
Put Your Best Foot Forward. Walking is a great way to go places in life. Be sure you’re always careful and cautious when you go for “a safe walk in Maine.”
K L WA to
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CHOOL
Walk and Bike to School Day:
A weekly, monthly, or single event that encourages students to walk and bike to school This event is the main activity that instills the Safe Routes to School program as part of the culture of your school. During a Walk and Bike to School Day, volunteers can host a greeting table with food and/or simple rewards for students who walk and bike to school. Walking School Buses or Bike Trains can be organized as a way to encourage groups of students to travel together. Special remote drop-offs for buses and parent drivers can also be organized for those students who live beyond a reasonable walking or bicycling distance from school. The regularity of the event’s occurrence varies according to the school. Examples include: · · · ·
Walk & Wheel Wednesdays (or similar weekly event through the school year) Trekking on Third Thursdays (or similar monthly event) Walk & Bike Challenge (1-5 times a week, for 4-6 weeks in the spring and/or fall) International Walk & Bike to School Day (every October) and/or Maine Walk & Bike to School Week (every May) The more frequently Walk and Bike to School Days occur, the greater likelihood for a long-term increase in the number of students walking and bicycling to school. Walk and Bike to School Days encourage a healthy and active lifestyle and have the following outcomes: ü ü ü ü ü ü ü ü
Reduction in traffic congestion and vehicle speed near schools Reduction in air pollution (and associated child respiratory effects) and fewer greenhouse gas emissions Improved academic performance and classroom behavior Improved social networks between students – also between adults and students Students learn safe walking and bicycling behavior Students experience independence and build their self-confidence Reclamation of community streets so that they are safer for walking and bicycling A sharing of the joys of walking and biking
For more information see back of this sheet and check out www.MaineSafeRoutes.org. Also, please contact: Darcy Whittemore, Central Maine, Safe Routes to School Program. (207)-623-451 or saferoutes@bikemaine.org Sarah Cushman, Southern Maine Safe Routes to School Program. (York & Cumberland Counties) (207) 841-7186 or sarah@sarahcushman.com Jim Fisher, Eastern Maine, Safe Routes to School Program. (Hancock, Washington and Southern Penobscot Counties) (207) 667-7131 or jfisher@hcpcme.org
Checklist for Walk and Bike to School Day 1. Get Partners: Find 2-3 interested volunteers to help coordinate the event Contact the school administration and PTO/PTA about the event and enlist their support Recruit teachers/volunteers for various roles (greeting students, leading walking school buses, meeting buses at the remote drop-off location, etc.) Here’s a list of people to potentially involve and to draw from as volunteers: School: · Principal & other admin. · PTA/PTO rep · Parents & students (especially students who already walk & bike to school) · Teachers (start w/Physical Education & Health teachers) r e Drive · School nurse afe Bik Maine’s Be a S · Transportation director · School Improvement, Wellness, and/or Safety committee 1 · School crossing guards 2 · Facilities/custodian rep · Service learning team 3 Community: 4 · Community members, includes retired people · Neighborhood association members · Local businesses · Local pedestrian, bicycle and safety advocates It’s fun · Hospitals Be A Safe Walker It’s healthy · Service Clubs (e.g. Rotary, Kiwanis) 1 It reduces traffic · Health Clubs and air pollution 2 · Health Insurance Companies around schools Local Government: 3 Our Events: · Elected city/town/county officials and/or staff rep 4 · Traffic engineer www.mainedot.gov tel: 207-623-4511 SafeRoutes@BikeMaine.org · Local planner · Public health rep · Public works rep The Maine Safe Routes to School Program can · Law enforcement rep provide you with FREE POSTERS, STICKERS, ETC., · EMS/Fire Dept rep announcing and celebrating your event
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Walking is a healthy and fun way to get where you are going. Here are some tips so you can walk safely.
Look and Listen
“Always Look All Ways” when walking use your eyes and ears to watch for cars and trucks
See and Be Seen
It can be difficult for drivers to see you walking - wear bright, white, or light-colored clothing Watch for cars backing or pulling out of driveways, alleys, or near snow banks, where it is especially difficult for drivers to see. Carry a flashlight if walking at night.
Walk Safely
Use sidewalks whenever you can If there is no sidewalk, walk on the left side of the road facing traffic Plan safe walking routes with your parents or another adult
Stop, look left, look right, and look left again, before Cross the Road Safely crossing any road
Cross at a crosswalk whenever you can Cross with a crossing guard’s help when there is one At traffic lights, wait for a white “WALK” sign to light up and then look left, right and left again before crossing Watch for turning cars at all intersections, even if the walk signal is lit “Wait, Watch, and Wave” - be certain to wait until ALL cars have stopped in ALL the lanes, and the drivers have seen you before you cross When crossing with others, make your own decision if it is safe for you to cross When we all practice safe walking it is easy to be safe, get good exercise, and have fun!
For information about Maine Safe Routes to School, the “Walking School Bus”, and other opportunities, contact the Maine Safe Routes to School Program at 622-4511 or saferoutes@BikeMaine.org or visit www.MaineSafeRoutes.org
2. Plan - work with partners to plan the celebration Decide what type of event fits your school and community. Determine whether the event will be weekly for a number of weeks, once a month, or one day. Decide what modes to use (e.g. informal or more formal Walking School Bus, Bike Trains, and/or remote drop-off site for buses – see specific Maine Safe Routes Program tip sheets on these topics) Develop banners and signs in addition to the posters available from Maine Safe Routes to School Program. Solicit funding or donations of food and other rewards. Contact Maine Safe Routes to School Coordinator for available incentives list; Contact local businesses for donations of refreshments and/or other small freebies). 3. Register Your Event Register with Maine Safe Routes to School Program: www.MaineSafeRoutes.org - to access additional materials and win prizes for your school 4.
Promote Your Event! Post signs and banners at the school Send event flyer to parents through backpack mail Post event announcement in school newsletter and website Ask principal to make loudspeaker announcement(s) and/or send e-mail preceding the event
Starting a walking school bus:
the basics
Why develop a walking school bus? Studies show that fewer children are walking and biking to school, and more children are at risk of becoming overweight. Changing behaviors of children and parents require creative solutions that are safe and fun. Implementing a walking school bus can be both.
A walking school bus is a group of children walking to school with one or more adults. If that sounds simple, it is, and that’s part of the beauty of the walking school bus. It can be as informal as two families taking turns walking their children to school to as structured as a route with meeting points, a timetable and a regularly rotated schedule of trained volunteers.
Chester, VT
What is a walking school bus?
A variation on the walking school bus is the bicycle train, in which adults supervise children riding their bikes to school. The flexibility of the walking school bus makes it appealing to communities of all sizes with varying needs. Parents often cite safety issues as one of the primary reasons they are reluctant to allow their children to walk to school. Providing adult supervision may help reduce those worries for families who live within walking or bicycling distance to school.
Starting simple When beginning a walking school bus, remember that the program can always grow. It often makes sense to start with a small bus and see how it works. Pick a single neighborhood that has a group of parents and children who are interested. It’s like a carpool—without the car—with the added benefits of exercise and visits with friends and neighbors. For an informal bus: 1. Invite families who live nearby to walk. 2. Pick a route and take a test walk. 3. Decide how often the group will walk together. 4. Have fun!
When picking a route,
answer these four questions: 1. Do you have room to walk? Are there sidewalks or paths? Is there too much traffic? 2. Is it easy to cross the street? 3. Do drivers behave well? Do they yield to walkers? Do they speed?
Apex, NC
4. Does the environment feel safe? Are there loose dogs? Is there criminal activity? For more help identifying walkable routes, use the Walkability Checklist that can be found at www.walktoschool.org/buildevent/checklists.cfm.
www.walktoschool.org
www.saferoutesinfo.org
Reaching more children Success with a simple walking school bus or a desire to be more inclusive may inspire a community to build a more structured program. This may include more routes, more days of walking and more children. Such programs require coordination, volunteers and potential attention to other issues, such as safety training and liability. The school principal and administration, law enforcement and other community leaders will likely be involved. First, determine the amount of interest in a walking school bus program. Contact potential participants and partners: Parents and children Principal and school officials Other community leaders
Second, identify the route(s). The amount of interest will determine the number of walking routes. Walk the route(s) without children first.
Mill Valley, CA
Law enforcement officers
Third, identify a sufficient number of adults to supervise walkers. The Centers for Disease Control and Prevention recommend one adult for every six children. If children are age 10 or older, fewer adults may be needed. If children are ages 4 to 6, one adult per three children is recommended. Next, finalize the logistical details. Who will participate? Sacramento,
How often will the walking school bus operate? Will the bus operate once a week or every day?
CA
When do children meet the bus? It’s important to allow enough time for the slower pace of children, but also to ensure that everyone arrives at school on time.
Where will the bus meet children—at each child’s home or at a few meeting spots? Will the bus operate after school? What training do volunteers need? What safety training do children need? See “Walking School Bus: Guidelines for talking to children about pedestrian safety” at http://www.walkingschoolbus.org/safety.pdf. Finally, kick-off the program. A good time to begin is during International Walk to School Month each October. Walk and look for ways to encourage more children and families to be involved. Have fun!
For more detailed instructions on how to organize a walking school bus, go to: How to Organize a Walking/Cycling School Bus, Go for Green Canada, http://www.goforgreen.ca/asrts. Pick “English,” then “Tools and Resources.” The walking bus: A safe way for children to walk to school, Friends of the Earth UK, http://www.foe.co.uk/ campaigns/transport/resource/parents.html Walking School Bus - A Guide for Parents and Teachers, VicHealth Australia, http://www.vichealth.vic.gov.au. Select “Local Government,” then “Walking School Bus.” Scroll to bottom to find link to download the guide. KidsWalk-to-School Guide, Centers for Disease Control and Prevention, http://www.cdc.gov/nccdphp/dnpa/ kidswalk/resources.htm
Bicycle Coalition of Maine Maine Department of Transportation School-Based Education Programs Devoted to educating Bicyclists, Pedestrians and Motorists on the safe use of transportation infrastructure to improve safety and reduce injuries and deaths. For more info or to arrange a presentation, contact Jim Tasse at jim@bikemaine.org 623-4511 or visit our on-line signup at http://www.maine.gov/mdot/bikeped/saferoutes/training/
School Based Bicycle/Pedestrian Safety Education. Presented annually to nearly 10,000 Maine School Kids. The curriculum is designed to be presented to 20-40 students in a single course period, but other formats (including assembly presentations) are possible. This nationally recognized curriculum covers easy to understand points: For Bicyclists: 1) Wear A Helmet (includes fitting info); 2) Dress Bright and Tight for Riding 3) Do an Air, Brakes, Chain and Quick Check Before You Ride; 4) Follow the Rules of the Road (especially, ride with traffic and obey lights and signs) For Walkers: 1) Be Alert 2) Be Visible and Predictable; 3) Walk Against Traffic or On the Sidewalks; 4) Use Crosswalks and Lights
Youth Bicycle Riding Clubs If you’re going to learn to ride bikes safely, you’ve actually got to ride bikes! Based out of schools, YMCAs, Rec Departments, this non-competitive lifestyle activity program gets kids out riding on roads to learn the skills for safe bicycle riding. The Program offers training to local volunteer leaders and support riders, and can in some cases provide a ride leader. Usually runs for 4-6 weeks.
Bicycle Safety Rodeos Bike safety rodeos are popular community events that actually get kids riding and they are a great complement to the Bike/Ped Safety Education Program! This program offers technical assistance and training in how to coordinate a bicycle rodeo event, including info on who and what you’ll need, how to set up the event stations (eg. Helmet and bike condition check) and how to use a line chalker to draw out a traffic pattern course on which kids can practice the basics of vehicular riding.
Bicycle/Pedestrian Safety Education Presentation Request Today’s Date Organization/School Name: Mailing Address (street and town):
County:
Principal/Director Name: Contact Name
Position
Phone
______Requesting Bicycle and Pedestrian Safety Education Presentations rd
rd
th
th
Age Group ___Pre-3 Grade ___3 -5
Date Requesting
Presentation Type Class (10-40)
Assembly (40+)
Number of Classes
Number of Assemblies
th
___6 -8 ___High School ___Adult
Other ____________________
Has your organization received BPSE presentations in the past? Y
N
Notes:
______Requesting Help with After School Bicycle Clubs Do you have an individual willing to serve as a coordinator for the club? Do you have volunteers to assist with the club? Age of Group 6th to 8 grade th
High School
When do you plan on hosting the club?
Yes
Yes
No
No
Adult Spring
Summer
Fall
Notes
_______Requesting Assistance from Safe Routes to School Grade levels in your school? Setting of your school? (Urban
Suburban
Rural
Has your school previously participated in any walk and bike to school events? Yes No Don’t Know Does your school have infrastructure needs (ie. Crosswalks, sidewalks, lights, etc)? Y N Notes: Send the completed form via email, mail or fax to: Bicycle Coalition of Maine, info@bikemaine.org, PO Box 5275, Augusta, ME 04332-5275 or 207-623-4511 or visit our online sign up at: http://www.maine.gov/mdot/bikeped/saferoutes/training/
A Program of the ILSI Research Foundation
Did You Know . . ?
Contact Information: ILSI Research Foundation One Thomas Circle NW, Ninth Floor Washington, DC 20005, USA
Phone: Fax: E-mail: Web:
(202) 659-0074 (202) 659-3859 take10@ilsi.org www.take10.net
TAKE 10!® is a registered trademark of the ILSI Research Foundation. © 2000, 2002, 2007 ILSI Research Foundation. All Rights Reserved.
ILSI Research Foundation One Thomas Circle NW, Ninth Floor Washington, DC 20005, USA
• Physically fit children are better able to concentrate and focus on schoolwork. • Children should participate in 60 minutes of moderate-tovigorous physical activity on all or most days of the week. • The percentage of overweight children in the United States and other countries has doubled in the last 30 years. • Classroom teachers play a vital role in the promotion of physical activity and other healthy behaviors in children.
Getting kids active 10 minutes at a time!TM
Each TAKE 10!® materials kit includes:
Physical Activity + Academics=
• • • • •
TAKE 10!® is: • • • • •
10-minute periods of physical activity Integrated with academic lessons Grade/age appropriate Designed for use in the elementary classroom Created by teachers
Kindergarten to 5th grade materials available.
TAKE 10!® benefits teachers and students:
To view sample activities visit our website at:
www.take10.net Click on the “What is TAKE 10!®?” button.
• • • • • • • •
Reinforces curriculum concepts Addresses multiple learning styles Innovative teaching tool Follows recommendations for effective teaching Fun and age-appropriate physical activity Provides opportunities to de-stress and re-energize Communicates positive nutrition messages Makes learning FUN!
Activity cards Worksheets 3 Tracking poster with stickers Teacher resources Student and teacher assessments
Over 8,000 schools and parks across the country are enjoying the benefits of programs which allows kids to be more active and involved.
Three individual programs that: • Add up to 100 permanent games and activities for your playground • Reduces bullying, conflict and injuries • Develops good physical activity and nutrition habits • Combats obesity • Develops motor and social skills
The Peaceful Playgrounds Recess Program allows you to organize the playground area to reduce injuries, bullying and conflicts. You can also design your own layout with permanent painted game markings that help make activity time a more positive experience. Hopscotch, alphabet grids, and number grids are just a few examples of the 100 games that can be added. Research has documented that “more game markings, equals more physical activity” indicating that Peaceful Playgrounds is a low-cost intervention in the childhood obesity crisis. In a nationwide survey of Principals, 87% reported an increase in physical activity as a result of the Peaceful Playgrounds Program.
The program’s unique design spreads children out evenly throughout the play yard, allowing the maximum number of students to be involved in healthy and educational play. Game choices include individual, cooperative and competitive game choices. Markings address motor development skills, cognitive skills and social skill interaction. Set up is easy and can be done by members of the school staff and parent groups.
The We Count Kit is has everything you need for a walking club. The kit includes mini-lessons on nutrition and physical activity topics.
Fun and effective, research based, physical activity programs to help kids be more active.
We Count Components
Student Walking Program The program is based on research that indicates inexpensive step-counting devices (pedometers) motivate and educate kids to walk and be more active, thereby impacting the alarming number of overweight children.
“Our teachers have been able to spend more time teaching and less time settling playground disputes!” — South Elementary School, Il.
• Teacher Resource Pack • CD of Handouts, Logs, etc. • 10 Minute Lessons • Goal Setting Materials • Storage Case • 13 Pedometers • Weekly Step Logs • Student Newsletters • Parent Newsletters • Mileage Club Materials • Certificates & Stickers • Daily Step Record Card • Bench Mark Chart • Bulletin Board Materials • Cadence CD
United States & World Map Stencils Quick and easy to use stencils allow you to transform your blacktop into a geographical playground in as little as 4 hours. Encourages educational classroom projects in History and Geography! Area coverage: 16’ x 27’
Create the ideal recess, afterschool and physical education environment for K-8. An easy do-it-yourself program transforms your playground into a colorful assortment of games kids love to play.
Have questions? We can help! 1-877-444-9888 • www.peacefulplaygrounds.com
Area coverage: 36’ x 18’
Our programs are being used in over 8,000 schools! Toll Free: 1-877-444-9888 Office: 951-245-6970 • Fax: 951-245-6956 17975 Collier Avenue, Unit 5, Lake Elsinore, CA 92530 www.peacefulplaygrounds.com
An international program for safe play! www.peacefulplaygrounds.com
Over 8,000 schools and parks across the country are enjoying the benefits of programs which allows kids to be more active and involved.
Three individual programs that: • Add up to 100 permanent games and activities for your playground • Reduces bullying, conflict and injuries • Develops good physical activity and nutrition habits • Combats obesity • Develops motor and social skills
The Peaceful Playgrounds Recess Program allows you to organize the playground area to reduce injuries, bullying and conflicts. You can also design your own layout with permanent painted game markings that help make activity time a more positive experience. Hopscotch, alphabet grids, and number grids are just a few examples of the 100 games that can be added. Research has documented that “more game markings, equals more physical activity” indicating that Peaceful Playgrounds is a low-cost intervention in the childhood obesity crisis. In a nationwide survey of Principals, 87% reported an increase in physical activity as a result of the Peaceful Playgrounds Program.
The program’s unique design spreads children out evenly throughout the play yard, allowing the maximum number of students to be involved in healthy and educational play. Game choices include individual, cooperative and competitive game choices. Markings address motor development skills, cognitive skills and social skill interaction. Set up is easy and can be done by members of the school staff and parent groups.
The We Count Kit is has everything you need for a walking club. The kit includes mini-lessons on nutrition and physical activity topics.
Fun and effective, research based, physical activity programs to help kids be more active.
We Count Components
Student Walking Program The program is based on research that indicates inexpensive step-counting devices (pedometers) motivate and educate kids to walk and be more active, thereby impacting the alarming number of overweight children.
“Our teachers have been able to spend more time teaching and less time settling playground disputes!” — South Elementary School, Il.
• Teacher Resource Pack • CD of Handouts, Logs, etc. • 10 Minute Lessons • Goal Setting Materials • Storage Case • 13 Pedometers • Weekly Step Logs • Student Newsletters • Parent Newsletters • Mileage Club Materials • Certificates & Stickers • Daily Step Record Card • Bench Mark Chart • Bulletin Board Materials • Cadence CD
United States & World Map Stencils Quick and easy to use stencils allow you to transform your blacktop into a geographical playground in as little as 4 hours. Encourages educational classroom projects in History and Geography! Area coverage: 16’ x 27’
Create the ideal recess, afterschool and physical education environment for K-8. An easy do-it-yourself program transforms your playground into a colorful assortment of games kids love to play.
Have questions? We can help! 1-877-444-9888 • www.peacefulplaygrounds.com
Area coverage: 36’ x 18’
Our programs are being used in over 8,000 schools! Toll Free: 1-877-444-9888 Office: 951-245-6970 • Fax: 951-245-6956 17975 Collier Avenue, Unit 5, Lake Elsinore, CA 92530 www.peacefulplaygrounds.com
An international program for safe play! www.peacefulplaygrounds.com
Get one hour or more of physical activity every day.
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• Makes you stronger • Makes you flexible
08/08 R03/10
Be A Safe Walker
1
Walking is a healthy and fun way to get where you are going. Here are some tips so you can walk safely.
Look and Listen
2
“Always Look All Ways” when walking use your eyes and ears to watch for cars and trucks
See and Be Seen
3
• It can be difficult for drivers to see you walking – wear bright, white, or light-colored clothing • Watch for cars backing or pulling out of driveways, alleys, or near snow banks, where it is especially difficult for drivers to see. • Carry a flashlight if walking at night
Walk Safely
• Use sidewalks whenever you can • If there is no sidewalk, walk on the left side of the road facing traffic • Plan safe walking routes with your parents or another adult
Cross the Road Safely
• Stop, look left, look right, and look left again, before crossing any road • Cross at a crosswalk whenever you can • Cross with a crossing guard’s help when there is one • At traffic lights, wait for the white “WALK” sign to light up and then look left, right and left again before crossing • Watch for turning cars at all intersections, even if the walk signal is lit • “Wait, Watch, and Wave” – be certain to wait until ALL cars have stopped in ALL the lanes, and the drivers have seen you before you cross • Be predictable – don’t run into the street after a ball or for any reason • When crossing with others, make your own decision if it is safe for you to cross
4
When we all practice safe walking it is easy to be safe, get good exercise, and have fun! For information about Maine Safe Routes to School, the “Walking School Bus,” and other opportunities, contact the Maine Safe Routes to School Program at 623-4511 or saferoutes@BikeMaine.org. or visit www.MaineSafeRoutes.org
Ways to Improve the Safety of Your Kids! A Message to Parents Walking is a great way for you and your children to have fun and get basic exercise. Walking to school is also a great way for your kids to get exercise regularly, which is proven to help kids be more alert throughout the day. Please review the other side of this flyer and then share your knowledge with your kids. Your guidance and example are the best ways to make walking in your community safer.
Plan Out and Walk Safe Routes with Your Kids
One of the most important things you can do is walk with your kids around your neighborhood. You can determine the safest walking routes for them and show them how to navigate any difficult spots along the way. Walk to school together on a weekend morning and afternoon when lighting conditions are similar to when they will be walking to and from school. Teach them the best routes and how to safely walk on those routes, then ask them to use those routes every time they walk. You might need to choose different routes for day time and night time. Use this method with other destinations such as friend’s houses, stores or playgrounds.
Be a Safe Driver
We all know we are safe drivers, but did you know that the vast majority of school zone crashes are caused by parents dropping off and picking up their kids at school? And most neighborhood speeding violations are caused by drivers who live in that neighborhood? Role modeling safe driving habits in your community helps all of us. Here are the most common ways to avoid vehicle / pedestrian conflicts near schools. • Don’t rush things – that is when crashes happen! • Avoid distractions like cell phones, eating or drinking while in school zones. • Obey crossing guards and yield to pedestrians in crosswalks. In Maine law, drivers must yield when someone enters a crosswalk. • Drop off kids on the school side of the street and have kids get out on the curb side of the car to avoid dangerous street crossings in the morning rush. • Double check for approaching bicyclists before opening your car door. • Watch for kids crossing the road when you are pulling out, backing out, or turning. Pay special attention to your blind spots. • Avoid making right turns on red lights near school zones. • Do your community a favor and drive the posted speed limit, which also ensures everyone behind you is, too.
The Maine Department of Transportation is pleased to offer this handout on safe walking to parents and students as part of our commitment to providing Safe Routes to School. We have secured Federal funding to develop and promote safe bicycling and walking routes to school. This new effort on walking safety combines well with our commitment over the last five years to provide bicycle safety education in schools through collaboration with the Bicycle Coalition of Maine. This is part of our overall program at MaineDOT to encourage all people in Maine to use bicycling and walking as modes of transportation whenever feasible. I am happy to receive any feedback you might have on our walking and bicycle safety program or questions on how to improve bicycling and walking transportation in your community. Please contact me at 624-3252 or dan.stewart@maine.gov
Bicycle Coalition of Maine PO Box 5275, Augusta, ME 04332 207-623-4511 www.BikeMaine.org
www.MaineSafeRoutes.org
Dan Stewart, Bicycle/Pedestrian Coordinator Maine Department of Transportation
Dan Stewart, Bike/Ped Coordinator, MDOT State House Station #16, Augusta, ME 04333 (207) 624-3252 or dan.stewart@maine.gov www.maine.gov/mdot/opt/bicycle-transportation.php
Be a Safe Bike Driver
1
Riding your bicycle can be great fun. But do you know how to “drive” your bike? Riding your bike is just like driving a car--there are rules for bike driving. Here are a few tips from the Bicycle Coalition of Maine
Wear Your Helmet the Right Way It’s the law in Maine to wear a helmet correctly if you are under 16. Do the “Eyes, Ears, Mouth Test™”
• First put on your helmet so it is level and snug--if it slides around, you need to insert thicker pads • EYES - you should see the very edge of your helmet when you look up past your eyebrows • EARS - the straps should meet right under your ear lobes to form a Y • MOUTH - the strap should be loose enough so you can breathe and insert a finger between the buckle and your skin, but tight enough that if you drop your jaw you can feel the helmet pull down on the top of your head
2
If you need help, go to a bike shop. Never throw your helmet or leave it in a hot place because it will get damaged (even though you cannot tell). Replace your helmet if it is damaged, no longer fits, or if it is over 5 years old.
Check Your Bike for Safety Have your bike checked at least once a year at a bike shop. Check it yourself before biking with the ABC Quick Check:
Dress Bright for Safety
3
• AIR - pinch the tires, they should be hard • BRAKES - make sure they work and aren’t rubbing the tire • CRANK/CHAIN - if there are problems with your gears or if the chain is loose, take your bike to a bike shop • QUICK - check “quick release levers” and other bolts to make sure they are tight
• Wear light- or brightcolored clothing so you can be seen • Tuck away shoelaces or other strings or cords so they don’t dangle--they may get caught in the moving parts of your bike • Loose or baggy clothing can also be dangerous--so make sure you wear snug clothes • Never wear headphones
Obey the Rules of the Road
4
• Ride on the right • Ride single file • Obey traffic signs, signals, and laws • Ride straight--no surprises! • Look back and signal before turning • Yield to people walking • Use lights if riding at night (remember to ask your parents for permission) • Always stop at the end of your driveway--look left, right, then left again before entering the road • Feel unsafe? You can always walk you bike
When we all drive safely and follow the rules of the road, it is easy to be safe and have fun! www.BikeMaine.org
For more information, contact the Bicycle Coalition of Maine
207-623-4511 © Bicycle Coalition of Maine 2001
Dear Parents, Practicing safe bike driving is a great way for your family to exercise and have fun together. Please set a good example by following all motor vehicle laws (which apply to bikes just as they do to cars), and wearing your helmet properly every time you ride. Helmets are required for bicyclists under 16 and are just common sense for everyone else. There is much more to riding a bike than learning to balance. To help your family become safe bike drivers, find an empty street or parking lot to practice these basic skills:
Riding in a straight line Stopping quickly witho ut skidding or falling Scanning ahead for obst ac Avoiding hazards (use a les soft to represent loose grav sponge el or broken glass). Scanning behind by look ing back over your shoulder Riding with one hand an d signaling with the other Making left and right tu rns with both hands on the handlebars
Be sure your child knows where it is safe to ride and how to do an ABC Quick Check on his or her bicycle. More information about these and other safety skills can be found in the information your child brought home from the School Bike Safety Education Presentation. For additional information, go to www.BikeMaine.org or contact the Bicycle Coalition of Maine at 623-4511
The Maine Department of Transportation has secured Federal safety funds to present this Bicycle Safety Education Program in elementary and middle schools statewide. We are pleased to offer this program as presented by the Bicycle Coalition of Maine. Our program encourages all people in Maine to use bicycling and walking as modes of transportation whenever feasible. We feel that it is vitally important that today’s youth learn how to make bicycling a safe and fun activity. I would be happy to receive your feedback on the Bicycle safety Education Program or your comments on how to improve bicycling and walking transportation in your community. Please contact me at 624-3252 or Dan.Stewart@maine.gov Dan Stewart, Bicycle and Pedestrian coordinator Maine Department of Transportation
The Maine Department of Transportation’s School Bike Safety Education Program is in partnership with the Bicycle Coalition of Maine (BCM). The BCM is a nonprofit organization working for better and safer cycling in Maine. Graphics by Melissa Arndt and MaineDOT Communications office.
P.O. box 5275, Augusta, ME 04332 (207)-623-4511 www.BikeMaine.org
Dan Stewart, Bike/Ped Coordinator State House Station #16, Augusta, ME 04333 (207) 624-3252 or dan.stewart@maine.gov www.mainedot.gov
4/2011
4/2011
Take It Outside! With so much technology, it can be hard to pull ourselves away from indoor attractions like computers, TVs, and video games. As a result, we miss out on the exciting and beautiful world of nature that is right outside our door. Spending time in nature alone and with our families has positive outcomes for everyone. Did you know that experts have found that kids who have greater contact with nature are happier, healthier, smarter, more creative, more optimistic, more focused, and more self-confident? Families also have stronger bonds and get along better if they participate in activities outside. Getting outside can even help prevent diabetes, behavioral disorders, and depression. So, no matter how tempting staying inside may be, making time for nature is really important! Tips to get kids involved: Make a list of nature activities that your kids want to do and then use those activities as rewards Encourage kids to go outside with you while you do yard work Help kids plant a garden that they can take care of Check out books on local animals, like birds, and help your kids pick them out Get other friends and families involved in your nature outings too – the more, the merrier! Here are some fun, family-friendly outdoor activities you can try: Go apple or berry picking Follow animal tracks Go sledding Sleep in the backyard Go fishing Jump in puddles Go stargazing and pick out your favorite constellations Plant a vegetable garden Go for a hike or nature walk Collect seashells on the beach Resources: Children and Nature Network | http://www.childrenandnature.org/ Let’s Go! | http://www.letsgo.org/ Maine Bureau of Parks and Lands | http://www.parksandland.com Healthy Maine Walks | http://www.healthymainewalks.org/
07/11 00/00
In This Section Tab 8: Limit recreational screen time. Introduction Step Away from the Screen! Ways to Shake Up Your Routine Facts & Figures About Our TV Habit Out of School Activity Bags Healthy Activities for School Vacation! Active Video Games: Good for You? LOCAL, STATE AND NATIONAL INITIATIVES National Screen-Free Week We Can! Reduce Children’s Screen Time Log TAB 8 Limit Recreational Screen Time
PARENT HANDOUTS Limit recreational screen time to two hours or less. Promote Healthy Viewing Habits Unplugged! Take Control of TV and Other Screen Time Healthy Sleeping Habits
Introduction 2 – Limit TV and computer use (not related to school) to two hours or less a day. Scientific Rationale: According to the American Academy of Pediatrics (AAP), children watch an average of 5–6 hours of television a day. Watching too much television is associated with an increased prevalence of overweight and obesity, lower reading scores, and attention problems. The AAP therefore recommends that children under age two shouldn’t watch any television. In addition, the AAP recommends no TV or computer in the room in which the child sleeps, and no more than 2 hours of screen time a day.
Schools and TV Do schools have a role in helping to reduce screen time? The answer is ‘yes’! Because TV can negatively impact academic performance, schools are the perfect environment to help reduce screen time. There are a few quick and easy ways you can encourage your students to watch less TV. I Provide a list of activities that students can do during school vacations. See the example in this section. I Provide recognition or small rewards (like extra recess!) for students who complete several of the activities. I Send home the provided parent handouts about reducing screen time. I Use the facts and figures pages to educate students.
Watching too much television can: I Hinder children’s development
of: • social and problem-solving skills • understanding their physical environment • language skills • creative expression • independence • reading and math skills • abstract thinking (in teens) I Encourage overeating if children
are eating in front of the TV I Encourage unhealthy food
choices • Children are heavily targeted with unhealthy food advertising through many children’s television programs I Create a
negative body image, reducing self esteem I Create an unhealthy
sense of identity
I Participate in national TV Turnoff Week as a school. See local, state, and national initiative tab in this binder for more information. Resources that can help: The Center of Media and Child Health (CMCH) website, www.cmch.tv contains great links and information on the importance of reducing screen time. The CMCH website also has helpful information and resources to help teachers and parents reduce children’s screen time.
–Resources adapted from www.cmch.tv
s on ” website “How To een time: sc r reducing TV.com ur urnoffyo • www.t e.org creentim • www.s
08/08 R06/10
Step Away from the Screen! Ways to Shake Up Your Routine It’s hard to cut back on screen time when you’re used to turning to the TV or computer for entertainment; we know! Here are some great ways to figure out other things and other ways you can spend your free time. Good luck! Mom! Dad! I’m bored… What parents can do when they hear this instead of turning on the TV or computer: Role model, role model, role model. Don’t use the TV or computer excessively. Let your kids see you turn off the TV and turn to them for a fun activity! Do not put a TV or computer in your child’s bedroom. It’s too tempting! Start a list of things that you and your family can do together that doesn’t involve a screen — tack it to a bulletin board or stick it on your fridge where you can see it easily (and add to as ideas come). Make certain days or times screen-free e.g. no TV or video games on school nights, or “No TV Tuesday”. Discuss and enforce your rules around screen time. Set limits and stick to them! Talk about it in a positive way. Instead of “turn off the TV,” say “instead of watching TV right now, let’s go on a nature hike.” Offer fun options instead of just saying no. When the TV is on, sit down and watch with your kids. Talk to them about the shows they like. Schedule shows to watch that the whole family will enjoy! Remember: boredom most often leads to creativity. Stick with it and see what great things come from limiting screen time to two hours or less!
to Screen Time: Some Indoor Alternatives let the kids DJ ur favorite music; Dance to yo
obstacle course r o o d in an up t Se as long as you can ft o al n o lo al b a p Kee t project Create a family ar w game and play it ne a ne yo er ev h Teac
en Time: re Sc to s e v ti a rn e Some Outdoor Alt r hunt ood scavenge
neighborh mily lk with your fa a w a e k a T playground st re a e n e th e to Ride your bik d/or family n a s d n ie fr h Play catch wit you can do s k c ja g in p m y ju See how man
Organize a
Step Away from the Screen! Shake Up Your Routine! Adapted from the LIVE OUTSIDE THE BOX Toolkit from the King County Overweight Prevention Initiative
07/11 R02/12
Facts & Figures About Our TV Habit TV Undermines Family Life
Amount of television that the average American watches per day: over 4 hours Percentage of US households with at least one television: 98 Percentage of US households with exactly two TV sets: 35 Percentage of US households with three or more TV sets: 41 Time per day that TV is on in an average US home: 7 hours, 40 minutes Percentage of Americans who always or often watch television while ink! f h t u yo to eating dinner: 40 akes with a lis hat M Chance that an American falls asleep with the TV on at least up do t n... e n a m c three nights a week: 1 in 4 ee Co U s YO lve a scr g Percentage of Americans who say they watch too much TV: 49 n i o th T inv ’ Percentage of US households with at least one VCR: 85 N DO Number of videos rented daily in the US: 6 million Number of public library items checked out daily: 3 million Number of hours of media consumed daily by the average American in 1998: 11.8
TV Harms Children and Hampers Education
Average number of hours per week that American one year-old children watch television: 6 Number of hours recommended by the American Pediatric Association for children two and under: 0 Average time per week that the American child ages 2-17 spends watching television: 19 hours, 40
minutes Time per week that parents spend in meaningful conversation with their children: 38.5 minutes Hours of TV watching per week shown to negatively affect academic achievement: 10 or more Percentage of children ages 8-16 who have a TV in their bedroom: 56 Percentage of those children who usually watch television in their bedroom: 30 Percentages of television-time that children ages 2-7 spend watching alone and unsupervised: 81 Percent of total television-time that children older than 7 spend without their parents: 95 Percentage of children ages 8 and up who have no rules about watching TV: 61 Percentage of parents who would like to limit their children’s TV watching: 73 Percentage of day care centers that use TV during a typical day: 70 Hours per year the average American youth spends in school: 900 Hours per year the average American youth watches television: 1,023 Percentage of self-professed educational TV that has little or no educational value: 21 Chance that an American parent requires children to do their homework before watching TV: 1 in 12 Percentage of teenagers 13-17 who can name the city where the US Constitution was written (Philadelphia): 25 Percentage of teenagers 13-17 who know where you find the zip code 90210 (Beverly Hills): 75 Average time per day American children spend in front of a screen of some kind: 4 hours, 41 minutes Percentage of 4-6 year-olds who, when asked, would rather watch TV than spend time with their fathers: 54 Percentage of young adults who admit to postponing their bedtime for the internet or TV: 55
TV Promotes Violence
Number of violent acts the average American child sees on TV by age 18: 200,000 Number of murders witnessed by children on television by the age 18: 16,000 Percentage of youth violence directly attributable to TV viewing: 10 Percentage of Hollywood executives who believe there is a link between TV violence and real violence: 80 Percentage of Americans who believe TV and movies are responsible for juvenile crime: 73 Percentage of children polled who said they felt “upset” or ‘scared” by violence on television: 91 Percent increase in network news coverage of homicide between 1993 and 1996: 721 Percent reduction in the American homicide rate between 1993 and 1996: 20 Percent increase in number of violent scenes per hour on 10 major channels from 1992 to 1994: 41 Percentage of programs that show the long-term consequences of violence: 16 Percentage of violent programs that emphasize an anti-violence theme: 4
TV Promotes Excessive Commercialism and Sedentary Lifestyles
Number of TV commercials viewed by American children a year: 20,000 Age by which children can develop brand loyalty: 2 Number of TV commercials seen by the average American by age 65: 2 million Percentage of toy advertising dollars spent on television commercials in 1997: 92 Percentage of local TV news broadcast time devoted to advertising: 30 Total amount of money spent in 1999 to advertise on broadcast television: $40 billion Net worth of the typical middle-class American household after accounting for debts: less than $10,000 Number of ads aired for “junk-food” during four hours of Saturday morning cartoons: 202 Percentage of American children who were seriously overweight in 1964: 5; 1994: 13 Percentage of young people who report having had no recent physical activity: 14 Factor by which men who watch more than 21 hours of TV a week increase their risk of Type 2 diabetes: 2 Percentage of pediatric diabetes cases that are now Type 2, (adult-onset), not Type 1 juvenile-onset): 30 TV Squelches Political Awareness
Money spent on ads for the major presidential candidates between June 1, 2000 and September 13:
$63 million Money spent on issue ads between January 1, 1999 and August 30, 2000: over $342 million Percentage of those which were attack ads: 61 Amount of time broadcasters must provide to candidates free of charge under the 1996 Telecommunications Act: 0 Value of public airwaves allocated to broadcasters at no cost under the 1996 Telecommunications Act: $70 billion Amount spent on lobbying by TV broadcasters and the National Association of Broadcasters in 1996: $4 million Number of network news stories about the environment in 1990: 377; 1996: 113 Percentage of Americans who can name The Three Stooges: 59 Percentage of Americans who can name three Supreme Court Justices: 17
-Adapted from a list created by RealVision, a project of TV-Turnoff Network.
03/10 R02/12
Take Home Activity Bags Looking for a way to help families unplug the screens? West School in Portland came up with an innovative way to support less screen time at home. 1. Create an Alternative to Screen Time Activity Box filled with new and different activities for kids and families. Ideas for what to include: Floor puzzles Board games Activity dice Snow block makers Include items that your students like but don’t have access to every day. You want to make sure to include desirable items that the students want! 2. Advertise to families and students. Let families know that students may ‘check out’ an Alternative to Screen Time Activity Box for the evening. Consider adding the sentence below to parent newsletters. ‘Attention Families! XXXXX School has an Alternative to Screen Time Activity Box available to check out overnight! If you’d like to have a screen time free evening, contact_________.’ 3. Develop a check out system. Who is responsible for checking it out? The school nurse? The librarian? Front office staff? 4. Keep the box updated with fun and exciting toys!
07/11 07/14
Healthy Activities for School Vacation Want something healthy to do over school vacation? Try some of these healthoriented, fun activities. Name:_______________________ Vacation Dates:__________________ Physical activity (your choice) Eat celery & carrots with clip
n ty whe i v i t c a each Circle ted. comple s you a y n a ete as m l p m o C can!
Build a snowman
Drink a glass of water
Do 25 jumping jacks
Have a fruit smoothie
Build a snow fort
Have 2 fruits with breakfast
Go sledding
Dance to music
Do a jigsaw puzzle
Go for a walk
Play outdoors
Play a board game
Play cards
Play football in the snow
Create a skit or play
Play baseball
Jump rope or skip
Strike a yoga pose
Go swimming
Go to a sporting event
Build a fort
Go bowling
Put veggies on your pizza
Make a card for someone special
Go roller skating
No TV all day
Help make dinner
Go on a hike Write a letter
Eat a banana with peanut butter
05/10 R07/11
Active Video Games: Good for You? The new generation of video games has kids (and the elderly!) jumping at the chance to be a Guitar Hero— but are they really good for you? The latest wave of video games, including the ubiquitous Wii from Nintendo, has certainly struck a cord with players: High-tech, interactive games are attracting devotees of all ages, from grade schoolers to grown-up gamers to octogenarians. What sets these games apart are their motion-detecting controls, which require users to get off the couch and virtually box, bowl or play a fierce guitar solo in a simulated rock band. Guitar Hero, for example, lets users jump around “playing” the guitar to on-screen musical notes that correspond to fret buttons on the controller. It recently set a world record with sales reaching more than $1 billion. Elderly players have shared in the craze, having discovered a way to return to playing sports through simulated games like fishing and baseball, which allow them to mimic the motions of casting a line or pitching an inning (one Maryland retirement home even hosted a “Wii Home Run Derby” that got residents swinging at fastballs). And while these games have been lauded for enticing users to be more active, many parents are wondering if they really should be encouraging their children to plug in and play.
video games are w e n f o s k c a b w ra ragand d While the benefits ham is careful to point out that encou uce being studied, Bick lly those who are overweight, to redas ing children, especialaying video games may no longer be their overall time phas in the past. advantageous as it Researchers at Children’s Hospital Boston are asking the same question. “We’re working to find out what all the links are between media use and health,” says David Bickham, PhD, a researcher in Children’s Center on Media and Child Health (CMCH). Bickham and his colleagues have examined previous studies that have shown that some video games are, indeed, capable of getting kids up off the sofa for extended periods of time. For example, Dance Dance Revolution (DDR), a game where players step on a special mat in response to on-screen prompts, has been successfully used in schools, homes and after-school programs to encourage (continued on other side)
kids to exercise. “Playing DDR for 45 minutes has been found to raise heart rates to a high enough level to burn calories and speed up metabolism,” says Bickham. “For new games to be equally successful, they must require consistent and relatively strenuous movements—not just simple arm swings and wrist movements.” They’ve also got to have substance and style. “If the active games rely on the novelty of the movement instead of on good game design, then young people will quickly revert to the more fun, sedentary games.” This new generation of active games is also causing doctors to look at research done on TV watching to determine if kids who play a lot of video games are actually heavier and less healthy. “It turns ts of active fi e n e b l ia t The poten out that decreasing television viewing for young people nstrate one o m e d s e slows their weight gain, but it does not increase their video gam s shouldn’t t n e r a p physical activity,” Bickham says. This indicates that watching y h reason w to a television does not influence obesity simply by replacing o games in e id v ll a p u gro r. more active pursuits. hy behavio
unhealt category of
So what’s happening? Two theories have been put forth: effects of food advertising on nutritional choices and eating while watching television. So far, the new, active games don’t have food ads, and given their physical requirements, don’t allow for simultaneous eating and playing. So if these games stay free of advertising, then children who use them may be at less of a risk for negative health effects than if they were spending the same amount of time watching television. The potential benefits of active video games demonstrate one reason why parents shouldn't group all video games into a category of unhealthy behavior. However, Bickham points out one major drawback: Some games have players act out extremely violent acts in very realistic ways. “Research has repeatedly demonstrated that violent video game play increases young people's aggressive thoughts and behaviors,” he says. On the Wii, for example, actual stabbing and punching motions replace simple button presses in certain games. “Going through the motions of the violence may have a stronger influence on later behaviors than traditional violent video games,” Bickham says. While the benefits and drawbacks of new video games are being studied, Bickham is careful to point out that encouraging children, especially those who are overweight, to reduce their overall time playing video games may no longer be as advantageous as it has in the past. “With the advent of high quality, active video games comes the potential to include them in the treatment for obesity rather than simply blaming them for contributing to the epidemic,” he says. By Erin Graham Children’s Hospital Boston, Dream Online
08/08 R06/10
National Screen-Free Week Screen-Free Week (formerly TV Turn-Off Week) — the annual national celebration where children, families, schools, and communities turn off TV, video games, computers, and hand-held devices and turn on life. Instead of relying on screens for entertainment, they play, read, daydream, explore nature, and enjoy spending time with family and friends. This event is presented by the Campaign for a Commercial Free Childhood, and endorsed by many organizations, including American Public Health Association, the National Head Start Association, KaBOOM!, the National Coalition for Promoting Physical Activity and the US Play Coalition. Get ready for national Screen-Free Week, by limiting recreational screen time to two hours or less daily and by turning on the fun!
nfree.org e e r c s . w Visit ww formation and in for more resources. great Life is a lot more fun when you join in! Think about creative ways to appeal to your “community” and make it easier for kids to resist turning on that screen! Here are some ideas to start with: Organize a group walk. Hold a bike parade. Plan a nature hike or scavenger hunt. Invite families to participate in a field day. Host a game night — have everyone bring their favorite game or puzzle to share. Hold regular story times. Organize a family dance. Visit www.screenfree.org for more great ideas!
07/11 R06/14
We Can! Reduce Children’s Screen Time Log Print and complete this log to determine how much time you are spending in front of a screen. Help your family do the same. Place the log in an easy location for everyone to use and see, such as near the family television, by the computer, or on the refrigerator. If screen time for you or your family members is less than 2 hours a day, pat yourselves on the back! If it’s 2 hours or more, then check out the Get Moving section to help you reduce your screen time and switch to some physically active alternatives. SAMPLE LOG
Name: Billy (age 11)
Week of: 6/6/2005
We Can! Reduce Children’s Screen Time Log TV Monday Tuesday Wednesday Thursday Friday Saturday Sunday
2 hours 3 hours 11/2 hours 4 hours 4 hours 3 hours 2 hours
Video Games
DVD
1 hour 11/2 hours 1 hour
21/2 hours
1 hour 2 hours 1 hour
2 hours 2 hours
Computer/ Internet 1 hour 1 hour 1 /2 hour 1 hour 1 hour 2 hours
Time (hours) 4 hours 51/2 hours 51/2 hours 5 hours 5 hours 8 hours 7 hours
TOTAL: 40 hrs
Name: _______________________ TV
Video Games
Week of: ______/______/________ DVD
Computer/ Internet
Time (hours)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL:
Name: _______________________ TV
Video Games
Week of: ______/______/________ DVD
Computer/ Internet
Time (hours)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL:
Name: _______________________ TV
Video Games
Week of: ______/______/________ DVD
Computer/ Internet
Time (hours)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL:
Name: _______________________ TV
Video Games
Week of: ______/______/________ DVD
Computer/ Internet
Time (hours)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL:
Name: _______________________ TV
Video Games
Week of: ______/______/________ DVD
Computer/ Internet
Time (hours)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL:
Limit recreational screen time to two hours or less.*
! n u F e h t n o n r Tu
hen you join in! w n fu re o m ts lo TV. Life is stead of watching in s e ti vi ti ac se e Try th g.
Ride a bike. re hike. Go on a natu a puzzle. Put together usic and dance. Turn on the m or magazine. Read a book tching up with Spend time ca your family. to the park Take your kids or beach. mes. Play board ga
jo Walk, run, or l. Start a journa tball, ke Play ball (bas
catch, soccer, etc.). rary. Go to the lib s in your Explore gym . community Rollerblade. . Play charades owshoe. sn Sled, ski, or
Redy’s Rules Tame the TV and Computer! Set Limits – know how much TV your child is watching.
Set some basic rules, such as no TV or computer before homework or chores are done.
Do not watch TV during mealtime.
Use a timer. When the bell rings it’s time to turn off the TV.
Eliminate TV time during the week.
Tips from Redy in advance. Help your child plan television viewing
es in the family room. Keep books, magazines, and board gam ad of being in front of Make a list of fun activities to do inste a screen. ate shows. Set family guidelines for age-appropri
Did you know? Screentime inclu des TV computer, Playstatio , n, Gameboy. All are im and portant to limit. Watching TV is as socia more snacking and ted with increased obesity. Too much TV ha s been to lower reading scor linked es and attention problems. Healthy screen tim e: • No TV/computer un der the age of 2 • No TV/computer in the room the child sleeps • One hour of educat ional TV/computer time between ages 2 and 5 • After the age of 5, 2 hours or less
*Keep TV/Computer out of the bedroom. No screen time under the age of 2.
08/08 R07/11
Promote Healthy Viewing Habits Here are some tips you can use to help your child develop positive TV and computer habits. Keep televisions, DVD players, video games, and computers out of your child’s bedroom. Set family guidelines for age-appropriate shows. Set limits on the amount of time your child spends in front of a screen. Less than two hours a day is recommended. Help your child plan television-viewing and computer-playing in advance. Make a list of fun activities to do instead of being in front of a screen. Keep books, magazines, and board games easily available.
to school) ed lat re ot (n e us r te pu m co d an Limit TV to 2 hours or less a day. Try some of these screen-time alternatives:
• Play outside. sical instrument. • Learn to play the guitar or other mu • Go to a local school sporting event. • Write a letter. Start seedlings indoors. • Plant a flower or vegetable garden. • Play hopscotch. • Read a book.
08/08 R05/10
Unplugged! Life is a lot more fun when you join in! Try some of these "unplugged" activities instead of watching TV. Life is a lot more fun when you join in! Try these activities instead of watching TV. Take a walk.
Play a board game.
Ride a bike.
Read a book.
Go on a nature hike.
Play outside.
Put together a jigsaw puzzle.
Turn on the music and dance.
Go camping (even if it’s just in the backyard).
Start a journal.
Go to a school sporting event.
Useful We b
Pages: www.turno ffyourtv.com www.screen tim www.cmch.t e.org v
INTERESTING FACTS ABOUT TV
h s spend in meaningful conversation wit ent par t tha ek we per s ute min of er • Numb their children: 38.5 1,680 the average child watches television: • Number of minutes per week that 20,000 ls seen in a year by an average child: • Number of 30-second commercia o have TVs in their bedrooms: 50% • Percentage of children ages 6-17 wh t use TV during a typical day: 70% • Percentage of childcare centers tha an youth spends in school: 900 hours eric Am e rag ave the r yea per urs Ho • rs an youth watches television: 1500 hou • Hours per year the average Americ : 66% rly watch television while eating dinner • Percentage of Americans that regula
– www.turnoffyourtv.com
08/08 R07/11
Take Control of TV and Other Screen Time American children spend as much time watching TV as they spend in school or doing any other activity besides sleep. Watching television occupies many kids for several hours each day, and can result in less physical activity, more overeating, and a higher risk for becoming overweight. Why? Because watching TV means being inactive while viewing, snacking more, and getting exposed to lots of advertising for high fat, high sugar foods. Kids who watch several hours of television each day are very vulnerable to the effects of violent content. And school performance can suffer if TV viewing gets in the way of times spent on activities such as reading and homework. Setting limits on kids’ TV time is important for their health and development now, and as they grow into adulthood.
Suggested Rules to Live By:
Tips for Success:
2 hours/day or less* of total
Use Technology: Screening devices (like TiVo) can remove advertising, and allow you to view TV programs in less time. Be a good role model: Keep a check on your own TV viewing habits...kids will take their cues from you. Endure kids’ complaints: This may be a parent’s biggest challenge. Stick it out! Help kids deal with boredom: Be prepared to suggest other activities. Over time, kids will learn to entertain themselves.
screen time—TV, non-school related computer, and video games No TV during meal times No TV during homework No television sets in any bedrooms No eating while watching TV No surfing—watch favorite shows only Limit viewing to specific days/ times *American Academy of Pediatrics
What can kids do instead? Keeping kids busy with positive activities can be a challenge, but you may find many resources once you begin to look. Check into local sports and recreation programs that are offered after school and on weekends. Some programs are offered free through schools or town government, and many offer scholarships. Provided by the Prevention Research Center at Harvard School of Public Health.
07/11 R02/12
Healthy Sleeping Habits National experts recently surveyed kids about their sleep habits. Here’s what they learned:
70% of kids said they wish they could get more sleep.
71% of kids said they feel sleepy or very sleepy when it’s time to wake up for school.
25% of kids said they feel tired at school every single day.
Five Tips for Bedtime It may be a challenge to make a change to your children’s bedtime routine, but if you stick to it, your efforts will pay off. These ideas will help: ■
Help your child prepare for school the night before by laying out their clothes, backpack, etc.
■
Slow down and set a routine before bed.
■
Make the bedroom a cozy environment where your child wants to be.
enough? is p e le s h c u m How
p of hours of slee r e b m u n t ac x There’s no e ain age group, rt ce a in s id k l s: required by al ndation suggest u o F p e le S al n but the Natio 5): should sleep to 3 es g (a rs le o ➣ Prescho hours per night about 11 to 13 eed (ages 5 to 12): n n re d il h C e g A l➣ Schoo of sleep a night rs u o h 1 1 to 9 about rs of t 8.5 to 9.5 hou as le at d e e n s: ➣ Teen sleep per night —KidsHealth 2007
■
Avoid putting a TV in your child’s bedroom; if they already have one, do not let them watch TV in their bedroom at bedtime.
■
Adjust your child’s bedtime if they are not getting enough sleep.
In This Section Tab 9: Participate in local, state, and national initiatives that promote healthy eating and active living. Healthy Dates to Celebrate Maine Dairy and Nutrition Council Complementary Program Strategy Grids Fuel Up to Play 60 Safe Routes to School The University of Maine Cooperative Extension (including list of local extension offices) WinterKids Move and Improve (Students)
TAB 9 Participate in Local, State, and National Initiatives
Healthy Dates to Celebrate MONTH
SPECIAL OBSERVATIONS
September
Fruits and Veggies—More Matters www.fruitsandveggiesmorematters.org Family Health and Fitness Day USA www.fitnessday.com
October Week 2
Health Literacy Month www.healthliteracy.com International Walk to School Month www.iwalktoschool.org National School Lunch Week www.schoolnutrition.org
November
American Diabetes Month www.diabetes.org
December
National Handwashing Awareness Month www.henrythehand.com
January Week 2 Week 4
February March Week 2
April Week 1 Week 4
May
National Fiber Focus Month Oatmeal Month www.fruitsandveggiesmorematters.org National Fresh-Squeezed Juice Week www.fns.usda.gov Healthy Weight Week www.samhsa.gov National Sweet Potato Month healthymeals.nal.usda.gov American Heart Month www.heart.org National Nutrition Month www.eatright.org National School Breakfast Week www.schoolnutrition.org National Garden Month www.nationalgardenmonth.org National Public Health Week www.nphw.org National Screen-Free Week www.screenfree.org National Strawberry Month National Physical Fitness and Sports Month healthymeals.nal.usda.gov National Bike Month www.bikeleague.org
1st Wed
All Children Exercise Simultaneously (ACES) www.lensaunders.com/aces
June
National Fresh Fruit and Vegetable Month www.agfoundation.org For more special monthly observations, go to: healthymeals.nal.usda.gov Developed by the Children in Balance initiative at the Friedman School of Nutrition Science and Policy of Tufts University
08/08 R06/10
Maine Dairy & Nutrition Council The Maine Dairy and Nutrition Council strives to make healthy eating fun and enjoyable for all ages through education, innovative programming and grant opportunities. One of its most popular programs, Fuel Up to Play 60, brings nutrition and physical activity to life for elementary and secondary students. Fuel Up to Play 60 encourages students to be active for at least 60 minutes everyday and fuel their bodies with nutrient-rich foods such as low-fat and fatfree dairy foods, fruits, vegetables and whole grains. Student-led initiatives are what make Fuel Up to Play 60 exciting and unique. With the help of a program advisor, students choose the healthy eating and physical activity changes they want to see in their school and work together to achieve their goals.
As a valued community partner in the USDA’s Nutrition Communicators Network, the Maine Dairy and Nutrition Council also has great downloadable resources aimed at both children and adults on their website www.drinkmilkmaine.org.
Let’s Go! and the Maine Dairy and Nutrition Council work closely together to help schools optimize their wellness potential. Check out the following grid showing how Fuel Up to Play 60 fits in with 5210 strategies and can help your school reach its health and wellness goals!
07/11 R02/12
The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes). In addition to using tools from the 5210 Goes to School toolkit, you can use Fuel Up to Play 60 to help you address each strategy!
STRATEGIES
Ways that
PROVIDE HEALTHY CHOICES FOR SNACKS AND CELEBRATIONS; LIMIT UNHEALTHY CHOICES.
PROVIDE WATER AND LOW FAT MILK; LIMIT OR ELIMINATE SUGARY BEVERAGES.
Check out the Healthy Eating “Plays” at
Work with your
FuelUptoPlay60.com
fits in with 5210 Strategies and can help you reach your goals! Indicates a Priority Strategy
such as: Super “Bowl” Party!
Fuel Up to Play 60 team and select Healthy Eating “Plays” from the Playbook at FuelUptoPlay60.com
such as:
Milk Mustache Booth and Vending Revamp
PROVIDE NON-FOOD REWARDS.
Looking for ideas? Check out these “Plays” and others at FuelUptoPlay60.com
such as: Activity Zones and Learning the Moves
PROVIDE OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY EVERY DAY.
LIMIT RECREATIONAL SCREEN TIME.
Before school,
Visit
during school, after school…the
FuelUptoPlay60.com
possibilities are endless! Check out the Physical Activity “Plays” like Lunch Break at FuelUptoPlay60.com
and have students decide how they
and check out some of our great physical activity tools that list fun alternatives to screen time, like the Parent’s Guide to an Active Lifestyle
would like to incorporate physical activity into their day!
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STRATEGIES
Ways that
PARTICIPATE IN LOCAL, STATE, OR NATIONAL INITIATIVES THAT PROMOTE HEALTHY EATING AND ACTIVE LIVING.
ENGAGE COMMUNITY PARTNERS TO HELP SUPPORT AND PROMOTE HEALTHY EATING AND ACTIVE LIVING AT YOUR SITE.
PARTNER WITH AND EDUCATE FAMILIES IN ADOPTING AND MAINTAINING A LIFESTYLE THAT SUPPORTS HEALTHY EATING AND ACTIVE LIVING.
IMPLEMENT A STAFF WELLNESS PROGRAM THAT INCLUDES HEALTHY EATING AND ACTIVE LIVING.
COLLABORATE WITH FOOD AND NUTRITION PROGRAMS TO OFFER HEALTHY FOOD AND BEVERAGE OPTIONS.
Fuel Up to Play 60
Invite organizations to get involved,
Encourage parents to learn more &
Encourage staff to be positive role
perhaps be a Fuel Up to Play 60 Co-Advisor!
get involved by checking
models and join the competition!
Invite your School Nutrition Professionals to be a part of your team!
Check out the NFL Play 60 Model
They can help with “Plays” such as:
such as:
Teachers Physical Activity Play at
Pull in the
FuelUptoPlay60.com
Menu Makeover and Point-of-purchase Promo and Raise the (Food) Bar
is an in-school nutrition & physical activity program that encourages students to consume nutrient-rich foods &
fits in with 5210 Strategies and can help you reach your goals!
FuelUptoPlay60.com
achieve at least 60 minutes of physical
Find template letters & resources at
activity every day. The goal of the
FuelUptoPlay60.com
program is to empower students
Work with your local YMCA to develop a Family Fitness event.
to make healthy, sustainable changes at school and in their own lives.
out the promotion “Plays” at
PTA/PTO and Parent Newsletters
Invite a local chef to teach a cooking class at your school! The possibilities are endless.
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The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes). In addition to using tools from the 5210 Goes to School toolkit, you can use Safe Routes to School to help you address each strategy!
STRATEGIES
Ways that
fits in with 5210 Strategies and can help you reach your goals! Indicates a Priority Strategy
PROVIDE HEALTHY CHOICES FOR SNACKS AND CELEBRATIONS; LIMIT UNHEALTHY CHOICES.
The Maine Safe Routes to School Program provides sample Walk and Bike to School policies for schools and school districts to encourage healthy, active transportation choices. This can assist school in providing active non-food celebrations.
PROVIDE WATER AND LOW FAT MILK; LIMIT OR ELIMINATE SUGARY BEVERAGES.
PROVIDE NON-FOOD REWARDS.
While this program does not currently align with this strategy, water and low fat milk are excellent dietary complements to physical activity; providing hydration and essential nutrients the body needs to be physically active.
The Maine Safe Routes to School Program provides participants with non-food item incentives such as stickers and bookmarks to use as rewards for walking and/or biking to school. Schools can request these incentives by registering their walk & bike to school events at www.mainesafe routes.org
PROVIDE OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY EVERY DAY.
The Maine Safe Routes to School Program provides examples and assistance to schools on how to encourage and promote safe walk and bike to school programs as a way to increase students’ daily physical activity.
LIMIT RECREATIONAL SCREEN TIME.
The Maine Safe Routes to School Program Walk and Bike to School activities can be held during “Turn Off the TV Week” as a way to promote alternatives to screen time.
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NATIONAL INITIATIVES THAT PROMOTE HEALTHY EATING AND ACTIVE LIVING.
COMMUNITY PARTNERS TO HELP SUPPORT AND PROMOTE HEALTHY EATING AND ACTIVE LIVING AT YOUR SITE.
PARTNER WITH AND EDUCATE FAMILIES IN ADOPTING AND MAINTAINING A LIFESTYLE THAT SUPPORTS HEALTHY EATING AND ACTIVE LIVING.
The Maine Safe Routes to School Program encourages all Maine schools to participate in Maine Bicycle & Pedestrian Month in May, and International Walk to School Day the first Wednesday in October by walking and/or biking to school.
The Maine Safe Routes to School Program coordinates and collaborates with other community and state programs to educate Maine students about safe bicycling and walking, and to encourage them to choose active transportation to and from school.
The Maine Safe Routes to School Program, in collaboration with the Maine Bicycle & Pedestrian Safety Education program, seeks to educate parents as well as children about safe walking and bicycling behaviors.
PARTICIPATE IN LOCAL, STATE, OR
STRATEGIES
Ways that
fits in with 5210 Strategies and can help you reach your goals!
ENGAGE
IMPLEMENT A STAFF WELLNESS PROGRAM THAT INCLUDES HEALTHY EATING AND ACTIVE LIVING.
The Maine Safe Routes to School Program encourages school staff to participate in walk and bike to school activities, and to serve as good role models for the students.
COLLABORATE WITH FOOD AND NUTRITION PROGRAMS TO OFFER HEALTHY FOOD AND BEVERAGE OPTIONS.
While this program does not currently align with this strategy; healthy foods and beverages are excellent dietary complements to physical activity; providing hydration and essential nutrients the body needs to be physically active.
2
The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes). In addition to using tools from the 5210 Goes to School toolkit, you can use The University of Maine Cooperative Extention to help you address each strategy!
STRATEGIES
Ways That fits in with 5210 Strategies and can help you reach your goals! Indicates a Priority Strategy
PROVIDE HEALTHY CHOICES FOR SNACKS AND CELEBRATIONS; LIMIT UNHEALTHY CHOICES.
UMaine Extension has many publications with excellent recipes to help incorporate more fruits, vegetables, nonfat dairy and whole grains into school celebrations. Eat Well Program Nutrition Associates provide nutrition education where students learn to prepare healthy snacks (for schools, classes and after school programs where at least 50% of youth are eligible for free and reduced lunch).
PROVIDE WATER AND LOW FAT MILK; LIMIT OR ELIMINATE SUGARY BEVERAGES.
Students and parents are engaged through hands-on food preparation and games to convey these messages. www.extension.org website includes Rethink Your Drink resources. UMaine Extension connects schools with farmers, including dairies.
PROVIDE NON-FOOD REWARDS.
UMaine Extension can provide training in CATCH Kids Club to help create a repertoire of fun non-competitive games to use as rewards. Parenting programs and publications.
PROVIDE OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY EVERY DAY.
UMaine Extension’s Eat Well Nutrition Associates visit classrooms and after school programs in schools where at least 50% of students are eligible for free and reduced lunch. Physical activity is often included. CATCH Kids Club
LIMIT RECREATIONAL SCREEN TIME.
We Can! programs, including Media Smart Youth and Student Media Awareness to Reduce Television (SMART) Parenting publications including Children, Television, and Screen Time; Activities to Celebrate Your Family; Winning Ways to Talk with Young Children; Discipline that Works: The Ages and Stages Approach; Parenting: Growing with Your Child and The Growing Years series. Free parenting home visiting program for first time families in Knox, Lincoln, Sagadahoc & Waldo Counties
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PARTICIPATE IN LOCAL, STATE, OR
STRATEGIES
NATIONAL INITIATIVES THAT SUPPORT HEALTHY EATING AND ACTIVE LIVING.
Ways That
Volunteers & educators assist with school and community vegetable gardens.
fits in with 5210 Strategies and can help you reach your goals!
Training & support for NIH’s We Can! (Ways to Enhance Children’s Activity and Nutrition) programs: K-5th grade CATCH Kids Club Grades 6-8 Media Smart Youth Grades 3 & 4 SMART (Student Media Awareness to Reduce Television) For Parents We Can! Energize Our Families
ENGAGE COMMUNITY PARTNERS TO HELP PROMOTE HEALTHY EATING AND ACTIVE LIVING AT YOUR SITE.
UMaine Extension builds capacity in community organizations and may act as a liaison between groups.
PARTNER WITH AND EDUCATE FAMILIES IN ADOPTING AND MAINTAINING A LIFESTYLE THAT SUPPORTS HEALTHY EATING AND ACTIVE LIVING.
UMaine Extension’s Eat Well Nutrition Associates conduct classes and visit homes of families eligible for food stamps (SNAP). Includes how to select and prepare healthy inexpensive meals. Training for and presentation of We Can! Energize Our Families, a four session child obesity prevention program for parents.
IMPLEMENT A STAFF WELLNESS PROGRAM THAT INCLUDES HEALTHY EATING AND ACTIVE LIVING.
UMaine Extension faculty may be available in your area to give presentations on a variety of health and human development topics to school faculty and staff.
COLLABORATE WITH FOOD AND NUTRITION PROGRAMS TO OFFER HEALTHY FOOD AND BEVERAGE OPTIONS.
UMaine Extension faculty, staff and volunteers assist with Farm to School programs. School Garden 101 School Garden Network Great Recipes for locally grown Produce Taste-test new produce
4-H clubs Parenting Education
2
Cooperative Extension Information you can use, research you can trust
Carrying Out UMaine’s Land-Grant and Sea-Grant Mission Cooperative Extension County Offices Extension’s network of local offices is staffed with educators who provide practical, research-based information to local communities. Maine Agricultural & Forest Experiment Station Research Facilities The Experiment Station’s facilities and forests support integrated research and Extension activities. Cooperative Extension 4-H Camps Extension’s 4-H youth development program includes Blueberry Cove Camp, Bryant Pond Camp, and Tanglewood Camp. Marine Extension Team Facilities A collaboration between UMaine Extension and Sea Grant, the Marine Extension Team provides coastal communities with scientific information and assistance.
extension.umaine.edu
Contact your county Extension office to find out about programs in your area. n
4-H
n
Maine Food System
n
Agriculture
n
Business & Community
n
Food & Health
n
Garden & Yard
n
Home, Family & Youth
n
Insects, Pests & Plant Diseases
n
Natural Resources
Androscoggin and Sagadahoc Counties 24 Main Street Lisbon Falls, ME 04252-1505 800-287-1458 (in Maine) or 207-353-5550 E-mail: andsag@umext.maine.edu
Oxford County 9 Olson Road South Paris, ME 04281-6402 800-287-1482 (in Maine) or 207-743-6329 E-mail: ceoxf@umext.maine.edu
Aroostook County 34 Armory Road, Suite 101 Fort Kent, ME 04743-7131 800-287-1421 (in Maine) or 207-834-3905 E-mail: cenas@umext.maine.edu
Penobscot County 307 Maine Avenue Bangor, ME 04401-4331 800-287-1485 (in Maine) or 207-942-7396 E-mail: cepen@umext.maine.edu
PO Box 727, Houlton Road Presque Isle, ME 04769-0727 800-287-1462 (in Maine) or 207-764-3361 E-mail: cecas@umext.maine.edu
Piscataquis County Court House Complex 165 East Main Street Dover-Foxcroft, ME 04426-1396 800-287-1491 (in Maine) or 207-564-3301 E-mail: cepsq@umext.maine.edu
25 School St., Suite 210 Houlton, ME 04730 800-287-1469 (in Maine) or 207-532-6548 E-mail: cesas@umext.maine.edu Cumberland County UMaine Regional Learning Center 75 Clearwater Drive, Suite 104 Falmouth, ME 04105 800-287-1471 (in Maine) or 207-781-6099 E-mail: extension.cumberland@maine.edu Franklin County 138 Pleasant Street, Suite #1 Farmington, ME 04938-5828 800-287-1478 (in Maine) or 207-778-4650 E-mail: cefrk@umext.maine.edu Hancock County 63 Boggy Brook Road Ellsworth, ME 04605-9540 800-287-1479 (in Maine) or 207-667-8212 E-mail: cehnk@umext.maine.edu Kennebec County 125 State Street, 3rd Floor Augusta, ME 04330-5692 800-287-1481 (in Maine) or 207-622-7546 E-mail: ceken@umext.maine.edu Knox and Lincoln Counties 377 Manktown Road Waldoboro, ME 04572 800-244-2104 (in Maine) or 207-832-0343 E-mail: cekl@umext.maine.edu
extension.umaine.edu
Somerset County 7 County Drive Skowhegan, ME 04976-4209 800-287-1495 (in Maine) or 207-474-9622 E-mail: cesom@umext.maine.edu Waldo County 992 Waterville Road Waldo, ME 04915-3117 800-287-1426 (in Maine) or 207-342-5971 E-mail: cewal@umext.maine.edu Washington County 34 Center Street Machias, ME 04654 800-287-1542 (in Maine) or 207-255-3345 E-mail: cewsh@umext.maine.edu York County 21 Bradeen Street, Suite 302 Springvale, ME 04083 800-287-1535 (in Maine) or 207-324-2814 E-mail: ceyrk@umext.maine.edu Administrative Offices University of Maine Cooperative Extension 5741 Libby Hall Orono, ME 04469-5741 800-287-0274 (in Maine) or 207-581-3188 FAX: 207-581-1387 TDD: 1-800-287-8957 The University of Maine is an equal opportunity/affirmative action institution.
The ideal 5210 school creates supportive environments and policies by implementing the following 10 strategies (in top boxes). In addition to using tools from the 5210 Goes to School toolkit, you can use WinterKids to help you address each strategy!
STRATEGIES
Ways That
PROVIDE HEALTHY CHOICES FOR SNACKS AND CELEBRATIONS; LIMIT UNHEALTHY CHOICES.
PROVIDE WATER AND LOW FAT MILK; LIMIT OR ELIMINATE SUGARY BEVERAGES.
Check out the
Check out the 5210 Relay Race Lesson in the
nutrition section of the
fits in with 5210 Strategies and can help you reach your goals! Indicates a Priority Strategy
WinterKids Guide to Outdoor Active Learning for lesson plans, tips and activities which support healthy eating habits.
WinterKids Guide to Outdoor Active Learning to reinforce these program messages.
PROVIDE NON-FOOD REWARDS.
Reward your students or staff with healthy outdoor winter activity! Great ideas are found in the WinterKids Guide to Outdoor Active Learning and on our website at winterkids.org
PROVIDE OPPORTUNITIES FOR CHILDREN TO GET PHYSICAL ACTIVITY EVERY DAY.
Include lessons from the WinterKids Guide to Outdoor Active Learning as part of your education plan throughout the winter months. We’ll help you put the WIN in winter!
LIMIT RECREATIONAL SCREEN TIME.
Remind families children need at least 60 minutes of physical activity daily! Share the physical activity calendar found in the WinterKids Guide to Outdoor Active Learning to encourage students and their families to track time spent being active. Continued on next page...
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PARTICIPATE IN LOCAL, STATE, OR
STRATEGIES
Ways That
fits in with 5210 Strategies and can help you reach your goals!
NATIONAL INITIATIVES THAT SUPPPORT HEALTHY EATING AND ACTIVE LIVING.
WinterKids helps kids develop healthy lifelong habits through fun, outdoor winter activity. We offer programs for families, schools, & communities to encourage getting and staying active in the winter!
ENGAGE COMMUNITY PARTNERS TO HELP SUPPORT HEALTHY EATING AND ACTIVE LIVING AT YOUR SITE.
WinterKids trains teachers to incorporate physical activity during the school day by teaching lessons from the WinterKids Guide to Outdoor Active Learning. Meet academic standards while teaching hands-on active academics! For more information visit winterkids.org
PARTNER WITH AND EDUCATE FAMILIES IN ADOPTING AND MAINTAINING A LIFESTYLE THAT SUPPORTS HEALTHY EATING AND ACTIVE LIVING.
A STAFF WELLNESS PROGRAM THAT INCLUDES HEALTHY EATING AND ACTIVE LIVING.
Families can be active, stay healthy and have fun together with the WinterKids Passport and FunPass programs. Learn to love winter sports as a child and reap the benefits for a lifetime!
Participating in WinterKids’ school programs benefits teachers, too! Sign up for WinterKids’ e-newsletter at www.winterkids.org to learn about outdoor active events in your community
IMPLEMENT
COLLABORATE WITH FOOD AND NUTRITION PROGRAMS TO OFFER HEALTHY FOOD AND BEVERAGE OPTIONS.
Check out the nutrition section of the WinterKids Guide to Outdoor Active Learning for lesson plans, tips and activities which support healthy eating habits
2
We know that positive experiences with physical activity at a young age help lay the basis for being regularly active throughout life*. School sites offer a wonderful opportunity to help foster these experiences. Youth ages six through seventeen are recommended to engage in 60 minutes or more of physical activity every day. 60 minutes of physical activity need not be continuous, 10 minute and 15 minute sessions may be encouraged throughout the youth’s day from the start of school through the evening at home with family. Encouragement and opportunity-finding can be fostered through school. For school sites that have adopted the 5-2-1-0 healthy lifestyle messaging, Move and Improve would be a perfect fit to achieve and incorporate 1 hour or more of physical activity.
In addition, we also know that it is recommended for adults to accumulate 30 minutes of moderate physical activity on five (if not all) days of the week. Move and Improve offers staff an opportunity to work toward achieving these standards through the use of structured goals. Staff members identify the goal that best fits their needs and may elect to receive helpful tips and information to keep them motivated along the way!
Program Cost...............................Free Program Length..........................12-weeks (Starting early March through May each year) Program Registration................January – March of each year Program Goals.............................Engage in physical activity at a moderate level of intensity for a minimum of eight of the 12 weeks selecting one of the goals listed below: • 30 minutes per day for 4 days per week • 30 minutes per day for 5 days per week • 45 minutes per day for 5 days per week • 60 minutes per day for 5 days per week • 60 minutes per day for 7 days per week Program Location............................Offered on-line at: www.moveandimprove.org Are you interested in learning more about the program? Visit www.moveandimprove.org and mark your calendar for the upcoming program to join the thousands of Mainers who participate in this initiative to improve their health! For more information:
Contact Nicole Hammar 973-7245 or nhammar@emhs.org
*http://www.acpm.org/?AH_NutritionPA ~ Center for Disease Control and Prevention. Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, 1996.
www.moveandimprove.org
In This Section Tab 10: Engage community partners to help support and promote healthy eating and active living at your site. Engage Community Partners 5210 Presentation Script Activities That Involve Community
TAB 10 Engage Community Partners
Engage Community Partners Engaging community partners in your school can add enthusiasm, expertise, and excitement to your efforts. There are many community partners that are often willing and excited to go into schools, PTO meetings, or other school sponsored events for short presentations. The trick is finding them! Do you want to get the greater community into your classroom? Consider contacting:
Local colleges
Local businesses (bike shops, health
Hospitals Recreation departments
food stores, sports clubs) Seniors’ organizations or groups
Culinary associations Dentists’ offices Doctors’ offices Health centers
Local food bank County extension office Local library Grocery stores
And feel free to contact us at Let’s Go!. We have many contacts and may know of individuals who would be interested in getting involved with your program.
your ation who r t is in m d a with 5210 ur d o e y lv k s o v A . in r o e o Sch ob oct a school d e if they are willing t ating for wellness at s a h o ls a t e l distric call to s d by advoc itiatives, and by e lv o v in Each schoo r is and give them a e to ould becom wide school health in ssons. 5210 school doc ol. School doctors c le te e es or 5210 ating in sta ho li c ip b S ic m t o t r e 10 messag a s s 2 s p e a 5 y o e n b G h , io t s it g s r s t in u disc as nu rd meet ities, such can use to iv s t r c school boa a to l c o o d o h t ts tha g in sc participatin ol has prepared scrip tsgo.org o le h c @ S fo o t in s t e a Go ion. Email us nts. e d u informat t s h it o w for m re s ol Doctor
05/10 R02/12
5210 Goes to School Presentation Guide This guide is intended to help local community partners in promoting the 5210 message to young children (K-5) and educating them on the importance of living the 5210 healthy lifestyle. This presentation can be used by community partners such as: doctors, dentists, health educators, student mentors, local celebrities, etc. The guide provides you with: • • •
A presenter introduction letter, which you can modify and personalize to provide guidance to your community partner for the presentation. A script to provide the speaker with a pre-made 15 minute presentation. A sample activity to get the audience moving and reinforce the 5210 message.
--------------------------------------------------------------------------------------------------------------Sample Introduction Letter Dear Presenter, Thank you for having an interactive discussion with students about 5210 Goes to School. Please use approximately 10 minutes to talk about the message and the remaining time to get the students up and moving! At Let’s Go!, we use the 5210 message as a way to begin a dialog about healthy behaviors with youth. We will provide you with Let’s Go! posters to remind you of the message and to hang up in the classroom. If there are time constraints, you may want to do a brief overview of all the numbers and then go in-depth on only one or two of them. Please make age appropriate adjustments as necessary. Feel free to add your own creativeness and expertise to the lesson. That’s what will make it most engaging and memorable for the students! For more information, questions, or suggestions, please contact your local Let’s Go! representative. Thank you, Your Let’s Go! Team Script provided on next page…
15 minute script for talking to students about 5210 (key talking points) Quick Introduction: Hey Kids! I’m here today to talk to you about the 5210 message. It’s a great way to remember some healthy choices. Let’s begin with the ‘5’. Does someone want to read what it says off the poster? 5210 EVERY DAY! 5 – or more fruits and vegetables • Name some fruits and vegetables? • Why are they important? How do they make us feel? • What are some fruits and vegetables that you could bring in for your snacks or lunches? What kinds of fruits or vegetables could you have with breakfast? Lunch? Or dinner? • Next time you go grocery shopping with your parents, surprise them by choosing a new vegetable for the cart! 2 – hours or less recreational screen time (Keep TV/Computer out of the bedroom) • How much TV do you watch? Guess how many hours kids spend in school per year? 900 Guess how many hours kids spend in front of the TV per year? 1,023 Kids spend more time watching TV than learning at school! What do you think about that? • Why do you think it’s important to not have a TV or computer in your bedroom? • Let’s talk about some things you can do other than watching TV. Do you have any ideas? (Build a fort, play charades, dance to your favorite music, etc.) 1 –hour or more of physical activity • Why be active? It makes you feel good and gives you more energy! Feeling tired? Do 10 jumping jacks. How do you feel now? • How can you be active for 1 hour each day? Brainstorm some ideas. • What are your favorite activities that get your moving? 0 – sugary drinks, more water and low fat milk • Use a sugar bottle display. (Many school champions will have one available – check in with them before hand to be sure.) Discuss the different amounts of sugar in the drinks. Which is the best choice? (water!). • Why do you think sugary drinks are not a good choice for your body? • Why are water and low- fat milk the best choices for kids? (up to 70% of body weight is water, calcium in milk, etc.) Let’s review the message. Who wants to remind everyone what the ‘5’ stands for? (Continue with each number). Activity provided on next page…
5210 Activity AND NOW…FOR THE FUN PART!! EVERYBODY UP!! Discuss location and function of the heart. You, the leader, will name activities that either strengthen the heart or weaken the heart. If the activity strengthens the heart, students respond by jumping. If the activity weakens the heart, students respond by falling to the ground. Examples: Riding a bike – jump Eating 4 pepperoni pizzas – fall Walking your dog – jump Never going outside to play and watching TV all the time – fall Dancing with your friends – jump Skating – jump Never eating fruits/vegetables – fall Riding a scooter – jump Playing PlayStation – fall Eating fast food – fall Raking the leaves - jump Washing the car – jump Drinking lots of soda and sugary juice - fall Taking the stairs – jump Drinking lots of water – jump Taking the elevator – fall Swimming – jump
For other fun energizer ideas, visit: http://www.ecu.edu/cs-hhp/exss/apl.cfm
Activities That Involve Community Activities that schools can do to involve the greater community: ■ ■ ■ ■ ■ ■ ■
Begin a school/community garden. Sponsor a clean up day in the neighborhood. Sponsor a distinguished speaker series. Begin a Walk-to-School Day. Host a community breakfast. Host a family fitness night. Create a ‘community cookbook’.
REM Both scEMBER: commu hools and ben nities can interac efit from an tive rela tionship !
Find out at y Maine Partnership representative is? Do you know who your local Health l to make They work at the state and local leve . org ips. rsh tne par aine hym ealt w.h ww ing, and rk by addressing tobacco, healthy eat Maine a healthier place to live and wo physical activity needs. have parents come into ents are local experts. It’s exciting to Nutritionists? Remember, many of your students’ par them dentists? Healthcare providers? of any Are . ions fess pro ir the ut abo school to talk on resources for ters are health information and educati MaineHealth Learning Resource Cen 609-5183. more information, call toll-free 1-866For es. niti mu com and ilies fam s, patient
HOT TIPS
Examples of successful collaboration be tween
Yarmouth School Garden—In collaborati on wit
schools and community:
h the School Nutrition Program and the Maine County Extension Master Gardeners , Yarmouth has begun a new garden on sch ool gro unds that will be used for teaching, learning, and pro viding vegetables to classrooms and the cafeteria. In the spring, the Master Gardeners help pre pare the soil and plant the seeds. Ov er the summer months, families sign up for one week mainte nance rotations to water and weed. In the fall when school begins, those responsibilities are retu rned to the school, and in the end eve ryone has a part in the success of the garden.
Local Pediatrician in the Classroom—T he
second graders in Westbrook school s received a special visit from Dr. Brian Youth. Dr. Youth, a local Pediatrician, explained the 5-2 -1-0 message to students and reinforced the importanc e of making healthy choices. As a par t of their work with 5-2-1-0 Goes to School, Westbrook schools were paying special attention to the ‘0’ message of drinking more water and low fat milk and fewer sugary drinks. Dr. Youth was able to focus his visit on this topic and reinforce the work the school was doing. One child told Dr. Youth that having him come to class was ‘better than eating candy!’ A teacher reported that at sna ck time the children talked about the amount of sugar in the ir drinks and agreed to bring water the next day!
08/08 R06/10
Tab 11: Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living. Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living Parent Engagement Guide 5210 Every Day! Announcing a New Partnership Letter Template
Some parent handouts are associated with a specific Let’s Go! strategy and can be found at the back of that strategy’s tabbed section within this toolkit.
TAB 11 Partner with and Educate Families
In This Section
Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living.
Di d you know?
a healthy lifestyle te o m o pr to s ay w fective althier habits as a One of the most ef he pt o ad to is n childre my of Pediatrics, de and behaviors for ca A an ic er m A to the children's health, ng family. According ci en flu in in le itical ro le”. “families have a cr of the family lifesty ic st ri te ac ar ch al and health is a re
Here are a few ways you can partner with and educate families:
Parents can benefit from this relationship too!
Ask a member of your PTA/PTO to be a
representative for your 5210 Goes to School program at local meetings. Ask parents to become a part of your
team (parents can attend conference without the need of a substitute). Send letters home to parents letting
them know about your 5210 Goes to School program, what the messages and strategies are, and how they can support your work at school. Ask parents to send only healthy snacks
and meals in with their child and share ideas with them that can make it more affordable.
Children who eat healthy an d have an active lifestyle are more lik ely to:
maintain a hea lthy weight have better se lf sleep better
esteem
do better acad emically avoid health is su
es such as heart disease, type 2 diab etes, bone and joint problems, etc
Utilize the skills of parents (e.g.
nutritionist, carpenter, artist, etc). Pull them into 5210 projects! Encourage fundraisers that support 5210
messages and strategies.
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CDC Parent Engagement Guide The Center for Disease Control and Prevention (CDC) has created the Parent Engagement: Strategies for Involving Parents in School Health guide. This resource describes strategies and actions schools can take to increase parent engagement in promoting positive health behaviors among students. A copy of the guide can be downloaded at: http://www.cdc.gov/healthyyouth/adolescenthealth/protective.htm
A great way to meet Let’s Go!’s strategy: “Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living.”
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Every Day! Follow the 5210 message to a healthier you.
Try new fruits and vegetables multiple times.
Keep TV and computer out of the bedroom.
A meal is a family affair—have the family
No screen time under the age of two.
help plan meals.
Frozen and canned are just as nutritious as
fresh.
Let physical activity be free, easy and fun! Take a family walk. Turn on the music and dance. Use the stairs.
Turn TV off during meal time. Plan your TV viewing ahead of time.
Drink water when you are thirsty. It’s the #1
thirst quencher! Keep a water bottle on hand. Put limits on 100% juice.
For more ideas visit www.letsgo.org 05/10 R07/11
Letter to Parents Announcing a New Partnership Date: Dear Parents: We are pleased to announce that has teamed up with 5-2-1-0 Goes to School, a program that is part of a larger project called Let’s Go!. Let’s Go! is a nationally recognized program designed to increase healthy eating and active living in children from birth to 18. Let’s Go! works in 6 settings (schools, early childhood, out of school, healthcare, workplace and community) to reach children and families where they live, learn, work, and play. Let’s Go! is centered on the common message of "5-2-1-0". Eating right and being physically active can be a challenge in today’s busy world. 5-2-1-0 Goes to School is here to help! As a part of 5-2-1-0 Goes to School, our school will be working hard to incorporate the 5-2-1-0 messages into our daily activities. As part of our work, you may also receive parent-geared information, which will highlight the messages that your child is learning at school.Visit www.letsgo.org for more information about 5-2-1-0 Goes to School. Please contact school staff at info@letsgo.org.
at
-
or email Let’s Go!
Sincerely,
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In This Section Tab 12: Implement a staff wellness program that includes healthy eating and active living.
TAB 12 Implement a Staff Wellness Program
Healthy Employees are Happy and Productive Move and Improve (Worksite) Healthy Maine Works Staff Wellness Resources
Healthy Employees are Happy and Productive! Healthy eating and physical activity in the workplace can improve overall staff wellness. A healthy staff means increased productivity, decreased employee absenteeism, and reduced health care costs. In addition, adults can be great positive role models for children, encouraging them to adopt healthy eating habits and an active lifestyle while reinforcing healthy messages. Let’s Go! encourages workplaces to adopt the following framework to help adults incorporate healthy eating and physical activity into the work day.Visit the Let’s Go! Healthy Workplaces Toolkit online at www.letsgo.org for simple ideas on how to apply the framework to your workplace.
The Let’s Go! Healthy Workplaces Framework:
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What if someone told you that by moving more in your day, you could promote, maintain or improve your health! Seems basic enough, but consider this, people who engage in minimal physical activity are consistently linked with increased risk of premature chronic health conditions and mortality. That is one of the reasons why the American College of Sports Medicine and the American Heart Association recommends that adults engage in at least 30-minutes of moderate physical activity on five (if not all) days of the week and children engage in 60-minutes of moderate physical activity every day. The EMHS Move and Improve program is designed to help people challenge themselves to meet these standards. Through the use of structured goals, Move and Improve gives you the opportunity to identify the goal that best fits your needs as well as tips and helpful information to keep you motivated along the way!
Program Cost.............................Free Program Length........................12-weeks (Starting early March through May each year) Program Registration..............January – March of each year Program Goals...........................Engage in physical activity at a moderate level of intensity for a minimum of eight of the 12 weeks selecting one of the goals listed below: • 30 minutes per day for 4 days per week • 30 minutes per day for 5 days per week • 45 minutes per day for 5 days per week • 60 minutes per day for 5 days per week • 60 minutes per day for 7 days per week Program Location....................Offered on-line at: www.moveandimprove.org Are you interested in learning more about the program? Visit www.moveandimprove.org and mark your calendar for the upcoming program to join the thousands of Mainers who participate in this initiative to improve their health! For more information: Contact Nicole Hammar 207-973-7245 or nhammar@emhs.org
www.moveandimprove.org
Healthy Maine Works (HMW) is an assessment and planning tool Maine employers are using to develop and enhance their worksite wellness programs. This on-line, easy to use software tool is available FREE of charge to employers of all sizes across the state of Maine.
Healthy Maine Works tools include...
Employee Health Needs and Interest Surveys An Organizational Assessment to identify health-related priorities A Customizable Wellness Work Plan A wide selection of Wellness Resources any sized employer can utilize.
For employers just getting started, the simple, guided, and no-cost process for developing a worksite wellness plan is a great first step. For worksites with existing programs, the tried and tested wellness activities combined with the expertise and resources provided by Healthy Maine Partnership staff will give any wellness program a boost. If you would like to get started using Healthy Maine Works or have questions about its use, contact Phil DiRusso, Worksite Health Specialist at DHHS / Maine CDC MCVHP at 207-622-7566 x. 262 or pdirusso@mcd.org.
Staff Wellness Resources These worksite wellness resources from Eat Smart, Move More North Carolina are designed to provide your worksite with expertise and resources to help implement low-cost, and effective wellness initiatives. Use these resources to help promote healthy eating and active living for your staff.
The Saving Dollars and Making Sense Committee Guide is a tool to help you establish and maintain a worksite wellness committee that will encourage your organization’s employees to eat healthy, increase physical activity, and more. The guide can be downloaded at: www.eatsmartmovemorenc.com/CommitteeGuide/ Texts/WorksiteComm.pdf
The Move More North Carolina: A Guide to Making Physical Activity a Part of Meetings, Conferences and Events provides tips and resources for including physical activity in meetings, conferences and other events. The guide can be downloaded at: www.eatsmartmovemorenc.com/PAbreak/PAbreak.html
Resources adapted from Eat Smart, Move More NC: www.eatsmartmovemorenc.com/Worksites/Worksites.html
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In This Section Tab 13: Collaborate with Food and Nutrition Programs to offer healthy food and beverage options.
TAB 13 Collaborate with Food and Nutrition Programs
The Role of School Nutrition Programs in Let’s Go! Build a Healthy Lunch Tray Poster 10 Things You Always Wanted to Know About Your School Nutrition Program But Were Too Afraid to Ask Smart Snacks in School Tips to Support Healthy School Meals Cafeteria as a Learning Lab Cafeteria to Classroom Connection Cafeteria-Sponsored Snack Program Fun Songs About Nutrition School Nutrition Newsletter “Snippets” Dispelling School Food Funding Myths Chapter 51: Child Nutrition Programs in Public Schools and Institutions Maine's Law Banning Food Ads In Schools
The Role of School Nutrition Programs in Let’s Go! Let’s Go! views school nutrition programs as essential partners in our quest to promote healthy eating and active living. School food service programs, more progressively called school nutrition programs, often operate independently from the greater school environment. However, schools implementing 5-2-1-0 Goes to School can benefit greatly from a positive relationship with the school nutrition program and vice versa.
What 5-2-1-0 teams can do: Invite the district school nutrition director to join your team. Let them know what 5-2-1-0 Goes to School is and that you are looking at the entire school food environment (celebrations, snack time, fundraisers, etc). Invite them to participate because of their expertise in feeding kids and your desire to develop a productive relationship. A good way to start off on the right foot is to ask what you can do to help the nutrition program. Be positive and don’t immediately request changes. If you are working on a healthy snack program, don’t go it alone! Involve your school nutrition director. Each school also has a kitchen manager. You may get more headway with the director, but having the manager on board is helpful too. Check out the Cafeteria Sponsored Snack Program described in the toolkit! Embrace lunch staff as valuable members of the school community. Give them a chance to show off their stuff! Offer them the opportunity to come into the classroom to offer nutrition education. See Cafeteria to Classroom Connections in the toolkit. Get in the cafeteria. Walk through the hot lunch line. Help kids identify how their lunch choices can contribute to their 5-a-day. Go to the salad bar. Sit with the kids. Be a healthy eating role model! If you want to work on the school menu, developing a positive working relationship with the director is the first step. Be curious. Ask about what nutrition standards they follow and how much money they have per meal. It’s a real eye-opener. Contact Let’s Go! for further assistance.
See reverse side for more information... 05/10 R07/11
What school nutrition directors can do: Adding a healthy new menu item? Rely on your 5-2-1-0 team members to help promote the new item. Ask the principal, school nurse, or school secretary to help serve the new item. Write descriptive menu, e.g. write ‘Grandma’s Garden Vegetable Stew’ instead of ‘Vegetable Soup’. Encourage teachers to eat school lunch with students. Enter these teachers into a drawing for a healthy snack for their classroom. Increase the nutritional quality of school meals by achieving the Healthier US School Challenge. Include classroom teachers in “March through the Alphabet” or “Eat your way through the Rainbow” initiatives. These efforts can be complemented in the classroom. Market, market, market! Let people know why your program is great! Let’s Go! runs regional school nutrition workgroups. Visit our website to see if there is one in your area! With a little extra effort, everyone who has a role in healthy eating and active living at school can come together and have double the impact!
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Build a Healthy Lunch Protein
Grain
Milk
Remember to choose a fruit and/or vegetable!
Fruit
Vegetable
10 Things You Always Wanted to Know About Your School Nutrition Program But Were Too Afraid to Ask Let’s Go! asked 11 School Nutrition Directors what they wanted school staff to know about the School Nutrition Program. This document is intended to help facilitate discussion between School Nutrition Programs and other members of the school. 1: “Every school day school nutrition professionals must meet differing local, state and federal nutrition standards; provide quality, safe and healthful meals that kids enjoy; accommodate special dietary needs and food allergies of a diverse student body; all for less than $2.57 per meal,” said Dr. Katie Wilson, president of the School Nutrition Association. 2: Your School Nutrition Program offers as many whole grain products as possible. In many cases, pizza crust, French toast sticks, pancakes, waffles, breadsticks and pasta contain whole grains. 3: Your School Nutrition Program purchases as much locally grown fruits and vegetables as possible. For example, many districts purchase apples and potatoes locally when available. Many schools are also starting to grow their own vegetables. 4: Your School Nutrition Program offers a wide variety of fruits and vegetables. Students who eat school meals have the opportunity to get at least 4 of their “5-a-day” at school. 5: When menu planning, the School Nutrition Program follows very specific guidelines. They are required to provide 1/3 of RDA of protein, Vitamin A, Vitamin C, iron, calcium, and calories -- no more than 30% of calories are to come from fat and less than 10% from saturated fat. (Continued on page 2)
(Continued from page 1)
6: Your School Nutrition Program has to keep track of everything: what days each student ate lunch, what the menu was, how much food was purchased, how it was served, what was the temperature of the meal, how each student’s lunch got paid for - and be able to provide it up to 3 years later. 7: Your School Nutrition Program operates under strict federal and state guidelines. Cafeterias have a state review every 5 years to ensure their program’s meals meet nutrition standards and have annual health inspections. 8: Your School Nutrition Program has to be self-supported. They have their own budget, separate from the school. They have to pay salaries, benefits, buy food, purchase and repair equipment, as well as buy paper and non food supplies. 9: A USDA study revealed on average, School Nutrition Programs operated at a break-even level in 2005-06, with revenues equal to costs. 10: Students receiving free and reduced lunch are kept confidential and are not identified in the lunch line. Students can apply for free and reduced meals any time during the year. Applying for Free/Reduced actually benefits the school district as a whole by increasing funding from many sources in different departments. Many sources of funds require that a particular participation percentage level be met.
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United States Department of Agriculture
Smart Snacks in School USDA’s “All Foods Sold in Schools” Standards USDA recently published practical, science-based nutrition standards for snack foods and beverages sold to children at school during the school day. The standards, required by the Healthy, Hunger-Free Kids Act of 2010, will allow schools to offer healthier snack foods to children, while limiting junk food. The health of today’s school environment continues to improve. Students across the country are now offered healthier school lunches with more fruits, vegetables and whole grains. The Smart Snacks in School standards will build on those healthy advancements and ensure that kids are only offered tasty and nutritious foods during the school day.
Smart Snacks in School also support efforts by school food service staff, school administrators, teachers, parents and the school community, all working hard to instill healthy habits in students.
Nutrition Standards for Foods ● Any food sold in schools must: • Be a “whole grain-rich” grain product; or • Have as the first ingredient a fruit, a vegetable, a dairy product, or a protein food; or • Be a combination food that contains at least ¼ cup of fruit and/or vegetable; or • Contain 10% of the Daily Value (DV) of one of the nutrients of public health concern in the 2010 Dietary Guidelines for Americans (calcium, potassium, vitamin D, or dietary fiber).* ● Foods must also meet several nutrient requirements: • Calorie limits: ° Snack items: ≤ 200 calories ° Entrée items: ≤ 350 calories • Sodium limits: ° Snack items: ≤ 230 mg** ° Entrée items: ≤ 480 mg • Fat limits: ° Total fat: ≤35% of calories ° Saturated fat: < 10% of calories ° Trans fat: zero grams • Sugar limit: ° ≤ 35% of weight from total sugars in foods *On July 1, 2016, foods may not qualify using the 10% DV criteria. **On July 1, 2016, snack items must contain ≤ 200 mg sodium per item
Smart Snacks in School: USDA’s “All Foods Sold in Schools” Standards
Nutrition Standards for Beverages ● All schools may sell: • Plain water (with or without carbonation) • Unflavored low fat milk • Unflavored or flavored fat free milk and milk alternatives permitted by NSLP/SBP • 100% fruit or vegetable juice and • 100% fruit or vegetable juice diluted with water (with or without carbonation), and no added sweeteners. ● Elementary schools may sell up to 8-ounce portions, while middle schools and high schools may sell up to 12-ounce portions of milk and juice. There is no portion size limit for plain water. ● Beyond this, the standards allow additional “no calorie” and “lower calorie” beverage options for high school students. • No more than 20-ounce portions of • Calorie-free, flavored water (with or without carbonation); and • Other flavored and/or carbonated beverages that are labeled to contain < 5 calories per 8 fluid ounces or ≤ 10 calories per 20 fluid ounces. • No more than 12-ounce portions of • Beverages with ≤ 40 calories per 8 fluid ounces, or ≤ 60 calories per 12 fluid ounces.
Other Requirements ● Fundraisers • The sale of food items that meet nutrition requirements at fundraisers are not limited in any way under the standards. • The standards do not apply during non-school hours, on weekends and at off-campus fundraising events. • The standards provide a special exemption for infrequent fundraisers that do not meet the nutrition standards. State agencies may determine the frequency with which fundraising activities take place that allow the sale of food and beverage items that do not meet the nutrition standards. ● Accompaniments • Accompaniments such as cream cheese, salad dressing and butter must be included in the nutrient profile as part of the food item sold. • This helps control the amount of calories, fat, sugar and sodium added to foods by accompaniments, which can be significant.
Comment Online:
Public Comment
http://www.regulations.gov
USDA is seeking comments on these standards. The formal 120-day comment period is open through October 28, 2013. We also want to continue to receive feedback during implementation of the standards, so that we are able to make any needed tweaks to the standards based on real-world experience. Feedback from students, parents, school food staff, school administrators, State agencies and other interested parties is critical to ensuring successful standards. To find the standards online, simply go to http://www.regulations.gov and search by the docket number, which is FNS-2011-0010, or you may type in the name of the rule “Nutrition Standards for All Foods Sold in School”.
USDA is an equal opportunity provider and employer.
Comment by Mail:
William Wagoner Section Chief, Policy and Program Development Branch Child Nutrition Division Food and Nutrition Service P.O. Box 66874 St. Louis, MO 63166
Tips to Support Healthy School Meals The USDA has updated the nutrition standards for school meals. These welcome changes make school meals healthier by including even more fruits, vegetables, and whole grain rich foods; only low-fat or fat-free milk; portions that are appropriate for a childâ&#x20AC;&#x2122;s age; and less saturated fat and sodium. In the cafeteria, you will notice new items as well as a greater variety of healthy options. These changes help our students live the Letâ&#x20AC;&#x2122;s Go! 5-2-1-0 message that our district promotes:
Teachers and other school staff can play an important role in successful implementation of the new standards. Here are some ways you can help support healthy school meals: Always speak positively about school meals and encourage students to try new items. Talk to your students about the new school lunches. Find out what they like/dislike and report back to the cafeteria staff. Serve as a role model by occasionally eating school lunch with your students. Incorporate nutrition education in your classroom. Support the message of healthy eating by not using food as a reward and by serving healthier options at classroom parties. For more ideas on how to promote a healthy school environment, visit www.letsgo.org
Cafeteria as Learning Lab The following are some examples of cafeteria activities that can be complemented in the classroom. See if your School Nutrition Director is interested in one of them! BCs March Through the A
with the features food(s) that begin ia er fet ca e Th . ter let t feren day. Bananas, Each day represents a dif aragus, and arugula on Aasp s, ot ric ap s, ple ap , ple for the month letter of the day. For exam ia creates a printed menu er fet ca e th If y. da Bfor ks like blueberries, and beans menu to encourage snac e th e us n ca m oo ssr cla day, the ng the indicating each letter and on C-day! The book “Eati th wi in me co to ts rro ca y, and . cantalope, cherries, celer is a great classroom read Alphabet” by Lois Ehlert
Maine Harvest Lunch The Maine Harvest Lunc h is a day in September wh ere schools throughout the Maine celebrate the boun state of ty of Maine’s harvest by fea turing local foods on the This is a distinctive oppo school menu. rtunity for positive interac tion and collaboration wi Nutrition Program. Pullin th the School g off the Maine Harvest Lu nch requires commitmen tion from the entire schoo t and dedical. It requires extra effort, money, and enthusiasm fro Nutrition staff, and suppor m the School t from the rest of the sch ool can go a long way. Ch your School Nutrition Di eck in with rector to see if your schoo l is participating this year. easy-to-use curriculum de There is an signed to tie the Maine Ha rvest Lunch ideals into the To find out more about the classroom. Maine Harvest Lunch and to order the free curricu www.mofga.org. Look for lum , visit Maine Harvest Lunch unde r the resources tab.
Eat Your Way Through the Rainbow Eating a variety of colorful foods greatly improves the chances of getting all the nutrients you need for good health. This activity runs like the March Through the ABCs program. The cafeteria assigns a color to each week in a month and the classroom tries to be sure they are encouraging students to bring in cherries during red week and carrots during orange week. It’s a great opportunity to create unity between cafeteria and classroom. Explain to kids that they should try to eat the rainbow every day. The outside color of a fruit or vegetable can be a clue to the vitamins and minerals found within.
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Cafeteria to Classroom Connection Some suggested activities that the School Nutrition Program can run in the classroom: The Magic Shopping Bag Second to Third Grade Level, Led by Cafeteria Staff
Kids should line up and go to the front of the classroom, one by one, and select a snack out of a covered shopping bag. Next, they will be asked to identify whether the snack is a healthy choice or not. If the snack is a “healthy” choice, they ring a bell; if it is a “not so healthy” snack, they honk a horn.
Can You Name That Fruit? Second to Third Grade Level, Led by Cafeteria Staff
In this exercise, a variety of fresh produce will be brought into the classroom by a member of the cafeteria staff. Students will be encouraged to taste test new and exotic fruits. During this activity, students will also have the opportunity to sample fruit in other forms, such as through fresh fruit smoothies.
Tour the Kitchen Second to Third Grade Level, Led by Food Service Director
During this activity, students will have an opportunity to tour their school’s kitchen and see where their food comes from. Students will also learn about the equipment used to make their meals and have the opportunity to sample a healthy snack. At the end of the tour, the food service director or other kitchen staff member will discuss the importance of good nutrition and healthy eating.
Make Your Own Milk Moustache Second to Third Grade Level, Led by Classroom Teacher
Materials: paper and markers (milk optional) While students enjoy their milk (optional) they will have an opportunity to create their own “milk moustache” posters. The lesson should open or close with a simple discussion on calcium. A variation could include taking photos of students with a yogurt moustache painted on their faces. Then use the photos to create the posters. (continued on other side)
Know What’s in Your Breakfast Second to Third Grade Level, Led by Classroom Teacher
Materials: cereal labels & instructions on reading a food label Students will be asked to bring in a food label from their favorite box of cereal. During the lesson, students will learn how to read a label and analyze the sugar content of their morning meal. For homework, they will be asked to watch Saturday morning cartoons and jot down the number of times they see cereal advertisements. When they return to school on Monday, they should be asked to share their findings. The lesson should conclude with a discussion of how cereal companies gear their advertising towards kids.
Nutrition 101 Fourth to Fifth Grade Level, Led by Cafeteria Staff
Cafeteria staff take an opportunity to connect with the students by teaching a basic nutrition lesson. This lesson covers topics from the food groups to portion size. To conclude, the cafeteria staff relate eating healthy foods to putting good gas in your car.
“Fat” Food Dining 101 Fourth to Fifth Grade Level, Led by Cafeteria Staff
In this lesson, students are asked to pick out their favorite menu items from popular fast food restaurants. These menu items are then looked up in a nutritional facts pamphlet (provided by most establishments) by the number of grams of fat. Using a small scoop and government commodity shortening, the kids will scoop onto a plate how much fat they would be eating. This activity provides a great visual to students to help them understand the importance of Staff to conside r involving decisions they make in relation to their diet. in th
ese lessons:
• School Healt h Coordin • School Nurse ator • Health Teach e • Local Pediatr r ic ian • Physical Educ ation Teacher • P.T.O. Memb ers
Contributed by Sandy Lewis, Food Service Director, Old Orchard Beach, ME
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Cafeteria-Sponsored Snack Program Here’s how it works: If students are interested in purchasing a snack through the school, they can pay .50¢ in the cafeteria each day before 8:00 a.m. and leave their names and classrooms. Snacks are then placed in a basket along with the names of students who purchased a snack. Just before snack time, a designated classroom helper will come to the kitchen and pick up the classroom’s snack basket. All snacks are “user friendly,” meaning that they are cut up, ready to eat and come with the necessary utensils. Notes: The cost of snacks to the cafeteria is several cents less than is charged to ensure that a profit is made. This program has been tested in grades K-5. It is a simple, effective way to ensure that the students are getting something healthy to eat and alleviates parents’ anxiety around packing a healthy snack.
NU SAMPLE ME M O N DAY
Yogurt
T U E S DAY
Applesauce
W E D N E S DAY
Pretzels
T H U R S DAY
String Cheese
F R I DAY
Fresh Fruit or Veggie Sticks
Contributed by Sandy Lewis, Food Service Director, Old Orchard Beach, ME
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Fun Songs About Nutrition Objective: This series of songs was created by Food Service Director, Sandy Lewis and Dr. Carl Winter to create a connection between students and the food service program, otherwise known as the cafeteria. This medley was performed in the school talent show by the school lunch staff. The whole medley is choreographed and the staff were dressed in fruit and vegetable costumes. This skit could also be used by a classroom. VEGGIE MEDLEY
Sung to the tune of “Who Let the Dogs Out?” by the Baha Men
I WILL SURVIVE
Sung to the tune of “I Will Survive” by Gloria Gaynor
I’d listen to the news, I’d be petrified Another foodborne illness outbreak I’d be torn up inside But then I spent so many nights Worried ‘bout what I just ate, Could I be next? Did I have poisons on my plate? But now I’m back from cyberspace Determined I won’t be another foodborne STAYING ALIVE Sung to the tune of “Staying Alive” by the Bee Gees illness case I’ve learned some simple steps (count 16 beats) To keep my food all safe for me Well you can tell by the way I choose my food And if you do the same, you’ll raise your I’m a worried guy in a cautious mood life expectancy There are pesticides, Mad Cow Disease Sure don’t put my mind at ease I’ve got a sign on my fridge door Don’t want hepatitis or gastroenteritis Saying go away bacteria—you’re not welcome I’m just staying alive, staying alive anymore Scrubbin’ off my veggies and heatin’ all my Listeria don’t scare me, nor does Nasty E-Coli burgers up to 185, 185 Hey Salmonella—did you think I’d lay down Ah ah ah ah staying alive, ah ah ah ah staying and die? alive… Oh no not I—I will survive As long as I am careful with my food I’ll stay I WANNA HOLD YOUR HAND Sung to the tune of “I Wanna Hold Your Hand” by the alive Beatles I’ve got all my safety plans, I disinfect and wash my hands Oh yeah I’ll tell you something And I’ll survive, I will survive, Hey hey... I think you’ll understand For the sake of sanitation (Continued on other side) You better wash your hands You better wash your hands You better wash your hands (start after yippee-hi-oh) Who left the meat out? WHO WHO WHO WHO WHO Who left the meat out? WHO WHO WHO WHO WHO Who left the meat out?
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BEAT IT
Sung to the tune of “Beat It” by Michael Jackson
(4 lines) Why must you be such a sickly young man Existing on granola and on powdered bran I’ll give you some advice cause you need a better plan Just eat it, just eat it Don’t want to argue, I don’t want to debate I just don’t think your food fears really carry weight What bothers me more is what’s left on your plate —so eat it Don’t tell me your scared Just eat it, just eat it… (verse)…DANCE Just eat it, eat it, just eat it Just eat it, eat it, just eat it
You’ve got a starch problem Yo, I’ll solve it Check out some rice rice baby Eat some brown rice rice baby Rice rice baby Eat some brown rice baby… ...WORD TO YOUR MOTHER…
YMCA
Sung to the tune of “YMCA” by The Village People
Young man, get your butt off that chair I said young man, go and get some fresh air I said young man, just put down that fried dough Get up, get out, this you should know Young girl, you just stop sitting there With that blank and boring long stare I said young girl, go and get your suit on You’re about to have some great fun
I’M A BELIEVER
It’s fun to swim at the YMCA It’s fun to swim at the YMCA
When I was young I stayed away from vegetables They were meant for someone, but not for me Veggies couldn’t taste good, that’s the way it seemed Whether they were stir fried, raw or steamed
JUMP AROUND
Sung to the tune of “I’m a Believer” by The Monkees
But then I had a taste, now I’m a believer Didn’t leave a trace of greens on my plate I was wrong—ooh, I’m a believer A veggie eater from now on
ICE ICE BABY
Sung to the tune of “Ice, Ice Baby” by Vanilla Ice
Alright stop It’s time to eat, so listen Rice is back here to help your digestion Ask Mom, she can cook it up nicely Extra bread, no instead use brown rice B Jam packed with some good carbohydrates Energy? Rice will set you straight
Sung to the tune of “Jump Around” by House of Pain
Jump around Jump around Jump around Jump around Jump around
WHIP IT
Sung to the tune of “Whip It” by Devo
(1 line) If you see a candy bar, you must skip it If you have some H2O, you must sip it If the cream is in the jar, you must whip it If you see a tether ball, you must tip it Now whip it… into shape Shape it up… get straight… go for it Move ahead…try to detect it It’s not too late … to whip it Whip it good
(pause...1 line)
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School Nutrition Newsletter “Snippets” We’ve collected some “snippets” from our School Nutrition Directors’ Newsletters for you to use. You can incorporate these messages into your wellness campaign in a number of ways. Use the articles on your school website, in newsletters or in other materials provided to students, staff, or parents. We ask that you retain the www.letsgo.org link in all articles. If you are able to include our logo, we can provide that to you. Email us at info@letsgo.org.
Enlightening Facts About Your School Nutrition Program If you encourage your child to select our school lunch, you can rest assured that they are getting 1/3 of their dose of protein, vitamin A, vitamin C, iron, and calcium! No more than 30% of the calories will come from fat and no more than 10% will come from saturated fat – our guarantee! While we serve the healthiest meals we can, one of the largest barriers to healthier meals is the rising costs of food. The cost of serving nutritious school lunches continues to increase beyond our revenue. In 2008-2009, we paid 14% more for milk, 13% more for fruits and vegetables, and 15% more for bread than in 2007-2008.1 School Nutrition Programs in our area are losing an average of $1.51 on every lunch served.2 School lunch programs receive federal subsidies, but it rarely covers the full cost of producing a meal. Labor and other costs like supplies, equipment, and overhead account for 63% of average meal costs! Whoa! 1
School Nutrition Association Cost Survey of Members, September 2008 Let’s Go! Greater Portland School Nutrition Evaluation Baseline Data, (n= 8 districts), October, 2009
2
What Can You Expect From Your School Nutrition Program? During the 2009-2010 school year, Let’s Go! is encouraging school districts to meet the following goals: Offer non-fat and low-fat milk options only. If french fries are available, offer them no more than once a week – even if (Continued on page 2)
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(Continued from page 1)
they are baked. Serve regular desserts with the school lunch no more than once a week. Limit types of a la carte packaged foods in middle and high schools. If potato chips are available, replace fried chips with baked chips.
Our district already meets many of these goals and is well on our way to meeting the rest!
Real Juice?: Read Labels and Find Out Did you know that juice products labeled “-ade”, “drink”, or “punch” often contain 5% juice or less? The only difference between these “juices” and soda is that they’re fortified with Vitamin C. Always try to choose whole fruits over juice. If you choose to serve juice, buy 100% juice. Each day, juice should be limited to: 4-6 ounces for children 1-6 years 8-12 ounces for children 7-18 years Children 6 months and under should not be given juice
Our School Nutrition Department never sells soda and 100% juice is available for purchase.
Myth Busters: Understanding the National School Lunch Program School lunch has a bad rap. The fact is that the National School Lunch Program, a federally assisted meal program, offers nutritiously balanced, low-cost or free lunches to more than 28 million children each school day. Myth: Everything a student buys in the school cafeteria is a “school lunch.” Fact: There are two types of foods offered in the cafeteria. Foods served through the federally subsidized National School Lunch Program -the “meal on a tray” – and all other foods. If students buy other packaged items a la carte, those items are (Continued on page 3)
(continued from page 2)
called “competitive foods” and are not part of the National School Lunch program Competitive foods do not have to meet the same nutritional requirements as the National School Lunch program. Myth: Schools serve junk food for school lunch. Fact: National School Lunch Program meals are required to provide 1/3 of the recommended daily allowance of protein, Vitamin A, Vitamin C, iron, calcium and calories. No more than 30% of calories are to come from fat and less than 10% from saturated fat. Myth: Everyone hates school lunches. Fact: Let’s Go! supports the National School Lunch Program meal. Kids who eat the National School Lunch Program meal eat more essential nutrients at lunch than those who do not participate. They also are less likely to drink sugary drinks like soda and sports drinks at school. Let’s Go! is actively working with our School Nutrition Program to make even more healthy options available. Myth: The Federal Government pays for the entire cost of school lunches. Fact: The Federal Government pays the School Nutrition Program $2.68 for free meals, $2.28 for reduced pay meals and 25 cents for fully paid meals. It may seem that $2.68 would be enough to cover a meal, but School Nutrition Programs also have to purchase and repair our own equipment, buy non-food supplies like plates, silverware, napkins and straws, and pay the salaries and benefits of our staff. The $2.68 per meal that we may receive rarely covers all these costs. References: Briefel, R.R., Wilson, A., & Gleason, P.M. (2009). Consumption of Low-Nutrient Energy-Dense Foods and Beverages at School, Home, and Other Locations among School Lunch Participants and Nonparticipants. Supplement to the Journal of the American Dietetic Association, 109(2), S79 – S90. Gordon, A R, Fox, M. K., (2007). School Nutrition Dietary Assessment Study-III Summary of Findings. Office of Research, Nutrition, and Analysis. Food and Nutrition Services, USDA.
(Continued on page 4)
Continued from page 3)
Baked vs. Fried Potato Chips: What’s the Diff?!? Baked potato chips have 80% less fat than fried! Many schools are attempting to switch to baked potato chips, however it’s not as easy as you may think. All foods served at school need to meet the “5% rule”. This Maine State Regulation says that foods sold at school must supply at least 5% of one of 8 nutrients. Interestingly, regular fried potato chips meet this rule, but many baked chips do not!
06/10 07/11
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Food and Nutrition Service, U.S. Department of Agriculture; Centers for Disease Control and Prevention, U.S. Department of Health and Human Services; and U.S. Department of Education. Making it Happen! School Nutrition Success Stories. Alexandria, VA: USDA, January 2005. FNS-374 2
Center for Weight and Health, University of California, Berkeley. Dollars and Sense: the Financial Impact of Selling Healthier School Foods. Berkeley, CA: University of California, 2007. 3
Center for Science in the Public Interest. Raw Deal: School Beverage Contracts Less Lucrative Than They Seem. Washington, D.C.: CSPI, 2006. 4
National Center for Education Statistics, U.S. Department of Education (DoEd). Current Expenditures for Public Elementary and Secondary Education: School Year 2003-2004. Washington, D.C.: DoEd, 2006. 5
Johnston L, Delva J, and O’Malley P. “Soft Drink Availability, Contracts, and Revenues in American Secondary Schools.” American Journal of Preventive Medicine 2007, vol. 33, pp. S209-S225. 6
Carey Dabney, personal communication, December 2, 2005.
7
Texas Department of Agriculture. School District Vending Contract Survey. Accessed on March 5, 2004 at <www.agr.state.tx.us/foodnutrition/survey/>. 8
U.S. Department of Agriculture, Office of Research, Nutrition, and Analysis. School Lunch and Breakfast Cost Study – II, Executive Summary. Alexandria, VA: USDA, 2008. 9
The Endocrine Society and the Hormone Foundation. Economic Impact of Obesity. Chevy Chase, MD: The Endocrine Society and the Hormone Foundation. Accessed at <http://www.obesityinamerica.org/economicimpact.html> on October 8, 2008.
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05-071
DEPARTMENT OF EDUCATION
Chapter 51:
CHILD NUTRITION PROGRAMS IN PUBLIC SCHOOLS AND INSTITUTIONS
SUMMARY: This chapter contains state regulations which supplement federal regulations pertaining to the National School Lunch Program (which includes the After School Snack), the School Breakfast Program and the School Milk Program.
1.
2.
Definitions A.
“Foods of minimal nutritional value” as defined in 7 CFR 210.11, means: (a) In the case of artificially sweetened foods, a food which provides less than 5 percent of the Reference Daily Intake (RDI) for each of the eight specified nutrients per serving; (b) in the case of all other foods, a food which provides less than 5 percent of the RDI for each of eight specified nutrients per 100 calories and less than 5 percent of the RDI* for each of eight specified nutrients per serving. The eight nutrients to be assessed for this purpose are: protein, vitamin A, vitamin C, niacin, riboflavin, thiamin, calcium, and iron. This definition is applicable to the foods that are part of the total food service program of the school, and foods and beverages sold at food sales, school stores, and in vending machines.
B.
“Total Food Service Program” means: (i)
the “Milk Program”, which in turn means the federal program under which fluid types of milk as defined in 7 CFR 215 are offered; or
(ii)
the “Breakfast Program”, which in turn means the federal program under which a breakfast that meets the nutritional requirements set forth in 7 CFR 220 is offered; or
(iii)
the “National School Lunch Program” (which includes the After School Snack), which in turn means the federal program under which the school operates a nonprofit lunch program that meets the requirements set forth in 7 CFR 210, and includes food provided in after school programs as defined in 7 CFR 210.2, and that meets the requirements of 7 CFR 210.10; or
(iv)
any combination of the above.
Restriction on Sale of Foods in Competition with the Total Food Service Program Beginning July 1, 2005, any food or beverage sold at any time on school property of a school participating in the National School Lunch or School Breakfast Programs shall be a planned part of the total food service program of the school and shall include only those items which contribute both to the nutritional needs of children and the development of desirable food habits, and shall not include foods of minimal nutritional value as defined in Section 1 above, except that the local school board or the Career and Technical Education Region/Center cooperative board, established in accordance with 20-A MRSA Section 8301-A(6), may permit, by policy, the sale
05-071 Chapter 51
page 2
of food and beverages outside the total food service program: A.
to school staff;
B.
to the public at community events sponsored by the school or held on school property;
C.
to the public at community events held on school property in accordance with the school boardâ&#x20AC;&#x2122;s facilities use policy;
D.
in State-approved, instructional Career and Technical Education (CTE) Culinary Arts Programs; and
E.
by a school, approved student organization or program if consistent with the requirement that such sales not include foods of minimal nutritional value as defined in 7 CFR, Section 210.11(a)(2).
Funds from all food and beverage sales made at any time on school property shall accrue to the benefit of the school's non-profit school food service program, except that the local school board or the Career and Technical Education Region/Center cooperative board, established in accordance with 20-A MRSA Section 8301-A(6), may establish, by policy, a process whereby a school, approved student organization, or sponsor of an event held in accordance with 2C above is allowed to benefit from the sale of food and beverages. This includes foods and beverages sold at food sales, community events, school stores, and in vending machines.
3.
Maximum Price for School Meals The maximum charge to children shall be set annually by the Department in consultation with the Superintendents of Schools School Nutrition Programs Advisory Committee.
4.
Accounts and Records Sponsors shall file claims on a monthly basis with the Division of School Nutrition Programs on a form provided by the Division. Claims shall be filed by the 8th day of the month following month covered by the claim. Sponsors shall maintain accurate records of income and expenditures, inventories, daily service counts, and other pertinent records to provide data required on the claims for reimbursement.
05-071 Chapter 51
STATUTORY AUTHORITY: 20-A MRSA, Section 6602 EFFECTIVE DATE: October 30, 1978 READOPTED: August 31, 1979 AMENDED: February 16, 1989 - Section 2 April 29, 1991 EFFECTIVE DATE (ELECTRONIC CONVERSION): May 19, 1996 AMENDED: July 17, 2005 – filing 2005-280 January 29, 2006 – filing 2006-37 NON-SUBSTANTIVE CORRECTIONS: February 13, 2006 February 1, 2007
page 3
Maine’s Law Banning Food Ads in Schools Understanding the Law
In many schools, foods and beverages are advertised everywhere – in hallways and cafeterias, in classrooms and athletic facilities, on paper products and scoreboards, and in teaching materials and school publications. Study after study has shown that food and beverage advertising influences children’s food preferences and purchases – and their diets and health.1 In 2007, the Maine legislature passed the first state law prohibiting brandspecific advertising of certain unhealthy foods and beverages in schools. To help Maine schools comply with the law, the National Policy and Legal Analysis Network to Prevent Childhood Obesity (NPLAN) has developed this fact sheet. Background
Since 1985, federal law has prohibited the sale of “Foods of Minimal Nutrition Value” (FMNV) to students during school meal times.2 Federal law also permits states to impose more rigorous regulations. In 2005, the Maine legislature enacted a law directing the Maine Department of Education (DOE) to adopt rules to establish standards for foods and beverages sold on school property outside of school meal programs.3 (The law stated that the rules would not apply to community events and fundraisers held outside the normal school day.4) Later that year the DOE adopted rules that, with some limited exceptions, prohibited the sale of FMNV at any time on school property.5 In 2007, the Maine legislature amended the law, prohibiting brand-specific advertising on school grounds for foods that are not allowed to be sold to students (i.e., FMNV).6 In 2011, the Maine legislature further amended the law to specify that the DOE’s nutrition standards do not apply to foods prepared in culinary arts programs provided by career and technical schools and programs.7
nplan.org
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What are “Foods of Minimum Nutritional Value” (FMNV)? Based on federal law, FMNV include: • Soda • Water ices • Chewing gum • Candies (including hard candies, jellies and gums, marshmallow candies, fondant, licorice, spun candy, and candy-coated popcorn) 8 • Any food containing less than 5 percent of the Reference Daily Intake (RDI) for each of eight specified nutrients per 100 calories and less than 5 percent of the RDI for each of eight specified nutrients per serving. The eight nutrients are: protein, vitamin A, vitamin C, niacin, riboflavin, thiamin, calcium, and iron. • Any artificially sweetened food, a food that provides less than 5 percent of the RDI for each of the eight specified nutrients per serving.9
February 2012
Maine’s Law Banning Food Ads in Schools: Understanding the Law
phlpnet.org
I
nplan.org
2
Restrictions on Food Sales and Advertising in Schools Food Sales Restrictions
Exceptions to Food Sales Restrictions10
Advertising Ban
Exceptions to Advertising Ban
FMNV may not be sold to students:
The restrictions do not apply to:
• At any time (including before and after school)
• State-approved, instructional Career and Technical Education (CTE) Culinary Arts Programs
Advertising of specific brands of FMNV is prohibited:
Advertising of specific brands of FMNV is permitted:
• At any time (including before and after school)
• In/on broadcast media
• Anywhere on campus (including school cafeterias, stores, and vending machines)
• Sales to the public at community events or fundraisers held outside the normal school day And, if the local school board passes a policy, the restrictions do not apply: • To school staff (e.g., staff may have soda vending machines in faculty lounges)
• Anywhere in school buildings or on school grounds, including in: ºº School cafeterias –including on posters, menu boards, paper products ºº Faculty lounges, including on vending machines ºº In school stores
• In print media such as newspapers and magazines • On product packaging • On clothing with brand images worn on school grounds Advertising is permitted for specific brands of foods and beverages that are not FMNV.
ºº In gymnasiums, locker rooms, stadiums, and other athletic facilities – including on scoreboards, athletic equipment, sports bags
To comply with the law, schools need to eliminate all brand-specific advertising of FMNV. To do that, NPLAN encourages schools — with assistance from students, teachers, parents, staff, or community volunteers — to thoroughly survey school facilities and grounds for brandspecific advertising of FMNV. In the event such surveys locate advertising that should not be displayed, administrators should remove the advertising. In addition, administrators should review their contracts with vendors to ensure that the contracts are consistent with state law and that vendors are in full compliance. If a contract contains a provision that violates state law, that provision is unenforceable. Administrators should work with legal counsel to amend the contract. Finally, a school may have obtained, before 2007 (when the law was enacted), a scoreboard or similar large piece of equipment that advertises a brand-specific FMNV. If the school lacks the funds to replace the equipment, the school may simply cover up the existing advertising. NPLAN will be providing more resources to help schools comply with the advertising ban. NPLAN has a wealth of resources to help schools create a healthy nutrition environment. Visit www.nplan.org for more information.
McGinnis JM, Gootman J, and Kraak VI. Food marketing to children and youth: threat or opportunity? Washington (DC): National Academies Press; 2006.
1
In 2010, Congress passed the Healthy, Hunger-Free Kids Act, which reauthorized and amended federal childhood nutrition programs, including the national school lunch and breakfast programs. Public Law 111–296 (2010). The law requires the U.S. Department of Agriculture to enact rules regarding the sales at schools of competitive foods (foods sold outside the meal programs). 42 U.S.C. 1179(b)(1)(A). The USDA originally planned to issue the proposed rule in December 2011, although it has not yet done so. USDA. Implementation Plan: Healthy, Hunger-Free Kids Act of 2010. Available at: www.fns.usda. gov/wic/lawsandregulations/HHFKA-ImplementationPlan.pdf.
2
Title 20-A Maine Rev. Stat. Ann § 6662, 2005 Me. Legis. Serv. Ch. 435 (S.P. 263) (L.D. 796)(West).
3
Id.
4
Maine Admin. Code Ch. 51 § 2 appears to prohibit more than just the sales of FMNV. Section 2 states, in pertinent part: Beginning July 1, 2005, any food or beverage sold at any time on school property of a school participating in the National School Lunch or School Breakfast Programs shall be a planned part of the total food service program of the school and shall include only those items which contribute both to the nutritional needs of children and the development of desirable food habits, and shall not include foods of minimal nutritional value as defined in Section 1 above . . .. (Emphasis added.) The highlighted phrases seem to impose a higher standard than simply prohibiting the sales of FMNV, by requiring the foods to contribute to the nutritional needs of children and the development of desirable food habits. It appears, however, that the DOE interprets section 2 as merely prohibiting the sales of FMNV. The Department of Education issued “Frequently Asked Questions and Answers,” with Chapter 51 to “clarify the requirements put forth in the rule.” Available at: www.maine.gov/education/sfs/chapter51.html. The Department’s answers in that document indicate that it interprets Chapter 51 to prohibit only the sales of FMNV. See, e.g., Answers no. 2, 5. 5
Title 20-A Maine Rev. Stat. Ann § 6662; 2007 Me. Legis. Serv. Ch. 156 (S.P. 67) (L.D. 184) (West).
6
Title 20-A Maine Rev. Stat. Ann § 6662; 2011 Me. Legis. Serv. Ch. 224 (H.P. 398) (L.D. 505) (West).
7
The Maine DOE interprets chapter 51 as prohibiting the sale of all candies. E-mail communication from Maine DOE representative on February 3, 2012, on file with Public Health Law and Policy.
8
Under federal law, the USDA has itemized foods of minimal nutritional value to include only soda, water ices, chewing gum, and the types of candies listed above. 21 C.F.R. Pt. 210, Appendix D. Those who wish to have a food reclassified so that it does not fall within FMNV (or alternatively does fall within FMNV) can petition the USDA to have the food reclassified. The petitioner must disclose the amount of the eight nutrients per serving, after which the USDA makes a determination. The USDA publishes a list of exempted foods. Id.
9
phlpnet.org The National Policy & Legal Analysis Network to Prevent Childhood Obesity (NPLAN) is a project of Public Health Law & Policy (PHLP). PHLP is a nonprofit organization that provides legal information on matters relating to public health. The legal information in this document does not constitute legal advice or legal representation. For legal advice, readers should consult a lawyer in their state. Support for this document was provided by a grant from the Robert Wood Johnson Foundation. © 2012 Public Health Law & Policy
The DOE rules are somewhat inconsistent with section 6662. The statute prohibits application of the FMNV restriction to sales of food to the public at community events or fundraisers outside of the normal school day and to culinary arts programs, while DOE Rule 51, section 2 allows these exceptions, only if the school board passes a policy permitting such exception. The inconsistencies exist, partly, because the statute was amended after 2005, but the DOE did not amend the rules to reflect the changes to the statute. “An agency interpretation of a statute is invalid if it is contrary to the plain meaning of the statute.” Whitney v. Wal-Mart Stores, 895 A.2d 309, (Maine 2006). As a practical matter, however, the inconsistency of the rule will not matter, provided that the school complies with the statute – by not applying the prohibition on sales to community events outside of the school day or to culinary arts programs – whether by direction of the statute or school board policy.
10
In This Section Tab 14: Coordinated School Health Program Maineâ&#x20AC;&#x2122;s Coordinated School Health Programs Using 5210 Strategies to Strengthen a Coordinated Approach to Health in Schools
TAB 14 Coordinated School Health Programs
Maine’s Coordinated School Health Programs Summary Description and Links to 5210 Goes to School What is a coordinated school health program (CSHP)? A coordinated school health program uses a systemic approach to improving youth health and learning. This approach uses education, policy, and environmental strategies throughout the school system to achieve behavior outcomes such as increased physical activity, healthier food choices, and healthy weight. CSHP incorporates eight components. When strategies are implemented and leaders are involved from multiple components, the likelihood of effectiveness of an initiative improves. The components are: Health Promotion & Wellness, Comprehensive School Health Education, Physical Education and Physical Activity, Nutrition Services, School Climate, School Counseling, Physical and Behavioral Health Services, Physical Environment, Youth, Family, and Community Involvement.
What’s happening with CSHP in Maine? For more than ten years, the US Centers for Disease Control and Prevention has funded Maine to implement a coordinated approach to school health. Staff from the Maine Department of Education, and Maine Center for Disease Control and Prevention provide training and technical assistance to school systems across Maine that want to adopt the coordinated school health model . In over 30 school units, local coordinators are funded by Maine’s portion of the Master Tobacco Settlement and are part of Healthy Maine Partnerships, a statewide network of school and community coalitions. Other school systems have unfunded champions who lead a coordinated approach to addressing youth health issues in schools.
How does 5210 fit with CSHP to improve physical activity and nutrition? The 5210 Goes to School Toolkit provides a diverse collection of activities and resources that can help to increase physical activity and healthy food choices among staff, students, and/or their families. The impact of these activities and resources is increased as they become part of a comprehensive and coordinated approach in classrooms and schools throughout the school system and as they engage family and community members to reinforce messages being communicated within the school system. dinated Diagram #1 “Using 5210 Strategies to Strengthen a on on coor health ti a m r fo in school For more Coordinated Approach to Health in Schools” gives grams and o r p lson h lt a e h t Sheila Ne . c school ta n examples of activities that increase physical activity o c e s aine.gov tors, plea and healthy food choices across the 8 components of coordina 6 or sheila.nelson@m ctivity at 287-385 rmation on physical a CSHP. fo Joe For more in n strategies contact io Diagram #2 is a worksheet that can be used to r and nutrit 624.6698 o t a r e h c u o identify activities and partners for a coordinated B approach to addressing a specific health outcome.
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Using 5-2-1-0 Strategies to Strengthen a Coordinated Approach to Health in Schools SCHOOL CLIMATE • Provide non-food rewards. • Provide opportunities for children to get physical activity every day. • Limit recreational screen time. • Implement or strengthen a wellness policy that supports 5-2-1-0 strategies. • Role model 5-2-1-0 message. • Posters reinforce 5-2-1-0 messages in classrooms, halls, and locations where food is sold. • Include community members in wellness promotion .
SCHOOL COUNSELING, PHYSICAL & BEHAVIORAL HEALTH SERVICES • School nurse, guidance counselor, occupation therapist, physical education teacher, etc., participate in the 5-2-1-0 Goes to School team.
Promoting Health
PHYSICAL EDUCATION (PE) & PHYSICAL ACTIVITY (PA)
• Provide healthy choices for snacks and celebrations; limit unhealthy choices. • Engage community partners to help support healthy eating and active living at • your site. • Partner with and educate families in adopting and maintaining a lifestyle that supports healthy eating and active living. • Families are aware and supportive of 5-2-1-0 in their child’s school. • Community and/or schools provide safe walking routes to schools (Safe Routes to School or Walking School Buses).
• Comprehensive health education incorporates physical activity and nutrition and includes 5-2-1-0 messages. • 5-2-1-0 is also integrated into subjects such as physical education, science, and health. • Students are involved in projects or service learning that promotes 5-2-1-0 messages.
PHYSICAL ENVIRONMENT • School environment provides access to trails, fitness room and/or other PA opportunities before, during, and after school. • Point-of-Decision prompts encourage use of stairs and choosing healthy foods. • 5-2-1-0 posters are displayed in gym, classroom, and locations where food is sold.
• Provide opportunities for children to get physical activity every day. • Provide non-food rewards. Use PA as a reward. • Integrate 5-2-1-0 messages into school physical education classes. • Encourage staff and families to be physically active role models.
YOUTH, FAMILY & COMMUNITY INVOLVEMENT
COMPREHENSIVE SCHOOL HEALTH EDUCATION
NUTRITION SERVICES • Collaborate with Food Nutrition Programs to offer healthy food and beverage options. • Provide healthy choices for snacks and celebrations; limit unhealthy choices. • Provide water and low fat milk; limit or eliminate sugary beverages. • Collaborate with School Nutrition Program. • The lunchroom environment and schedule promote relaxed eating and encourage the sampling of new healthy foods.
HEALTH PROMOTION & WELLNESS • Participate in local, state, and national initiatives that support healthy eating and active living. • Develop a 5-2-1-0 friendly staff wellness program. • PA and nutrition programs that include 5-2-1-0 are provided for staff and students. • Role Model 5-2-1-0 behaviors. • Participate in 5-2-1-0 staff presentations. • Participate in pre/post evaluations.
Bolded Bullets are 5-2-1-0 Goes to School strategies. Regular text bullets indicate other strategies that can be employed thought the 5-2-1-0 Goes to School program. 08/08 R06/13
Using 5-2-1-0 Strategies to Strengthen a Coordinated Approach to Health in Schools SCHOOL CLIMATE
SCHOOL COUNSELING, PHYSICAL & BEHAVIORAL HEALTH SERVICES
COMPREHENSIVE SCHOOL HEALTH EDUCATION
School System Outcome PHYSICAL ENVIRONMENT PHYSICAL EDUCATION (PE) & PHYSICAL ACTIVITY (PA)
YOUTH, FAMILY & COMMUNITY INVOLVEMENT
NUTRITION SERVICES
HEALTH PROMOTION & WELLNESS
In This Section Tab 15: Body Mass Index (BMI) Body Mass Index (BMI) Measuring BMI Measuring Height and Weight
TAB 15 Body Mass Index (BMI)
Body Mass Index (BMI) As a part of the 5210 Goes to School program, you are not required to collect BMI data on your students. However, if your school already collects BMI data, or is interested in collecting it, the following pages contain the current protocol to ensure the data is consistently and accurately collected.
Tip for success: Whether you collect BMI data or not it is important to remember that 5210 Goes to School is designed to promote healthy behaviors among all students.
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Measuring BMI Things to think about BEFORE a school starts measuring BMI. 1. The focus is on healthy behaviors. It’s important to remember the focus should be on healthy behaviors and NOT on the weight. Healthy behaviors include 5210, plus setting structured mealtimes, eating less fast food, and getting enough sleep. 2. The language we use is very important when working with students and families on healthy behaviors. Focus on positive, healthy behaviors, not on the weight. • A BMI of 5-84% is medically termed “healthy weight”. It is still important to talk about healthy behaviors with this group. • A BMI of 85-94% is medically termed “overweight”. – Instead of using the term “overweight”, try reviewing the BMI growth chart with the child/ parent. Use wording such as “Your child might be carrying a little extra weight. It might not mean he/she has extra fat.” – Quickly steer the conversation to the 5210 behaviors. – Ask the child/parent if there is one behavior they would like to work on. – If they are not interested in making a change now, stay positive and encourage them to pick a behavior to start thinking about. • A BMI of 95-98% is medically termed “obese”. – Instead of using the term “obese”, try “Your child has put on more weight than they have grown tall,” or “Your child is carrying around extra weight and this can put them at risk for health conditions such as heart disease and diabetes.” – Once again, quickly move the discussion to healthy behaviors. • A BMI of 99% or greater has no specific medical term. – Try using some of the wording reviewed above. – Additional discussion of the health risks such as heart disease, diabetes, and liver problems is warranted. – Once again, focus the visit on making healthy behavior choices. 3. Potential limitations on the use of the BMI. BMI does not directly measure fat, it measures weight. That said, there have been numerous studies determining BMI to be a good screening tool to identify children who have an increased percentage of body fat and are at risk for medical conditions, such as heart disease and diabetes.
8/08 R07/11
Measuring Height and Weight Measuring Weight Children should be weighed using a platform scale. This may be a beam balance scale or a digital (electronic load cell or strain gauge) scale. Check your equipment regularly to make sure you are getting accurate measurements. Scales should be calibrated on a routine basis. Calibration involves putting known weight on the scale to check accuracy. Be sure the scale is placed on a flat, uncarpeted floor. Procedure: 1. Ask the child to remove shoes and bulky clothing. 2. Place the scale in the â&#x20AC;&#x153;zeroâ&#x20AC;? position before the child steps on the scale. 3. Ask the child to stand still with both feet in the center of the platform. 4. Record the measurement to the nearest decimal fraction. 5. Have the child step off the scale.
Measuring Height A standing height board or stadiometer is required. This device has a vertical ruler with a sliding horizontal rod that adjusts to rest on the head. It also has a permanent surface to stand on or the entire device is mounted on the wall of a room with a level floor. Procedure: 1. Before you begin, ask the child to remove shoes, hats, and bulky clothing, such as coats and sweaters. Ask the child to remove or undo hair styles and hair accessories that interfere with taking a measurement. In rare cases, a child may be unwilling to undo an intricate or costly hairstyle. In these situations, care should be taken to locate the actual crown of the head. 2. Direct the child to stand erect with shoulders level, hands at sides, thighs together, and weight
evenly distributed on both feet. The childâ&#x20AC;&#x2122;s feet should be flat on the floor or foot piece, with heels comfortably together and touching the base of the vertical board. There are four contact points between the body and the stadiometer: head, upper back, buttocks, and heels. 3. Ask the child to adjust the angle of his/her head by moving the chin up or down in order to align head into the Frankfort Plane. The Frankfort Plane is an imaginary line from the lower margin of the eye socket to the notch above the tragus of the ear (the fleshy cartilage partly extending over the opening of the ear). This is best viewed and aligned when the viewer is directly to the side of and at the eye level of the child. When aligned correctly, the Frankfort Plane is parallel to the horizontal headpiece and perpendicular to the vertical back piece of the stadiometer. NOTE: When the chin is correctly positioned, the back of the head may not make contact with the board. In fact, in a very few individuals, only two points will make contact with the vertical back piece. 4. Ask the child to breathe in and maintain his/her position. Lower the headpiece until it firmly touches the crown of the head and is at a right angle with the measurement surface. Check contact points to ensure that the lower body stays in the proper position and the heels remain flat. Some children may stand up on their toes, but verbal reminders are usually sufficient to get them in proper position. 5. Record height to the nearest 1/8th of an inch.
08/08 50 / 0
Tab 16: Bibliography of Useful Research Articles Bibliography of Useful Research Articles How much do you know about the childhood obesity epidemic in Maine? The Obesity Epidemic and Maine Students Implementing National Recommendations
TAB 16 Bibliography of Useful Research Articles
In This Section
Bibliography of Useful Research Articles In an effort to stay fresh and relevant, we are listing articles here that we find most compelling right now. For a even more up-to-date version of our running bibliography, please visit the Research section on our website, www.letsgo.org. If you’d like help getting access to one of the articles listed below, please contact us at info@letsgo.org or 207.662.3734. Reports: Action for Healthy Kids. The Learning Connection: The Value of Improving Nutrition and Physical Activity in Our Schools. October 2004. Centers for Disease Control and Prevention. Recommended Community Strategies and
Measurements to Prevent Obesity in the United States: Recommendations and Reports . MMWR 2009;58(No. RR-7):1-27.
Keener, D., Goodman, K., Lowry, A., Zaro, S., & Kettel Khan, L. Recommended
community strategies and measurements to prevent obesity in the United States: Implementation and measurement guide. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. July 2009.
Institute of Medicine of the National Academies. Report Brief—Nutrition Standards for Foods in Schools: Leading the Way Toward Healthier Youth. April 2007. Institute of Medicine of the National Academies.. School Meals: Building Blocks for Healthy Children. Committee on Nutrition Standards for National School Lunch and Breakfast Programs, Food and Nutrition Board. 2010. Robert Wood Johnson Foundation. Policy Brief—Improving Child Nutrition Policy: Insights from National USDA Study of School Food Environments. February 2009. White House Task Force on Childhood Obesity. Solving the Problem of Childhood Obesity within a Generation. May 2010.
Research: Active Living Research. Research Brief â&#x20AC;&#x201D; Active Education: Physical Education, Physical Activity and Academic Performance. 2009: 1-8. Austin SB; Kim J; Wiecha J; Troped PJ; Feldman HA; Peterson KE. School-Based
Overweight Preventive Intervention Lowers Incidence of Disordered WeightControl Behaviors in Early Adolescent Girls. Archives of Pediatric Adolescent
Medicine. 2007; 161(9):865-869.
Centers for Disease Control and Prevention. The association between school-
based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.
Chomitz, VR, Slining, MM, McGowan, RJ, Mitchell, SE, Dawson, GF, Hacker, KA.
Is There a Relationship Between Physical Fitness and Academic Achievement? Positive Results From Public School Children in the Northeastern United States.
Journal of School Health. January 2009; 79(1):31-37.
Florence MD; Asbridge M; Veugelers PJ. Diet Quality and Academic Performance. Journal of School Health. 2008; 78 (4): 209-215. Von Hippel, PT, Powell, B, Downey, DB, Rowland, NJ. The Effect of School on
Overweight in Childhood: Gain in Body Mass Index During the School Year and During Summer Vacation. American Journal of Public Health. April 2007; 97(4):
696-702.
For the most up-to-date reports and research, go to www.letsgo.org and click on the Research link.
03/10 R07/11
Childhood Obesity Action Network www.nichq.org/obesityactionnetwork
How much do you know about the childhood obesity epidemic in MAINE? KEY POINTS: x Approximately 42,000 of 140,000 Maine children ages 10 17 years (30.0%) are considered overweight or obese according to BMI for age standards. x The prevalence of overweight and obesity is about one in three for Maine children either in poverty (32.8%) or on public health insurance (34.2%). x Among white non Hispanic children in Maine, 29.5% are obese or overweight, ranking the state 44th on this measure. Only seven other states had higher prevalence rates among white non Hispanic children. x Maine children are less likely than their counterparts nationwide to be physically active for at least 4 days per week, but they’re also less likely to spend 2 hours or more in front of a television or computer screen.
OVERALL PREVALENCE
MAINE %
NATIONAL %
30.0% 27 57.1%
30.6% 59.0%
38.0%
44.9%
MAINE %
NATIONAL %
% Overweight or Obese by Family Income <100% Federal Poverty Level (FPL) >400 % FPL Income Disparity Ratio
32.8% 23.6% 1.39
39.8% 22.9% 1.74
State Rank on Income Disparity Ratio (1 is best, 39 is worst) % Overweight or Obese by Type of Insurance Public Insurance Private Insurance Insurance Disparity Ratio
6 34.2% 27.4% 1.25
39.6% 26.7% 1.48
State Rank on Insurance Disparity Ratio (1 is best, 49 is worst) % Overweight or Obese by Race Black, non Hispanic White, non Hispanic Race Disparity Ratio
6 NA 29.5% NA
41.2% 26.6% 1.55
State Rank on Race Disparity Ratio (1 is best, 23 is worst) % Overweight or Obese by Hispanic Origin Hispanic Non Hispanic Hispanic Origin Disparity Ratio
NA NA 30.1% NA
37.7% 29.5% 1.28
NA
Percentage of children ages 10 17 years who are overweight or obese State Rank for overweight or obese children (1 is best) Percentage of children ages 6–17 years who participate in 4 or more days of vigorous physical activity per week Percentage of children ages 6 17 years who engage in 2 or more hours of screen time per day (includes TV, videos, computer games, etc.)
DISPARITIES – ACROSS AND WITHIN STATES
State Rank on Hispanic Origin Disparity Ratio (1 is best, 21 is worst)
* Difference between state and national overall prevalence is statistically significant at the .05 level of significance. NA – Not Available. Estimates with a relative standard error greater than 30%, or based on an unweighted sample of fewer than 25 children, are considered unreliable and are not reported. State rankings on disparity ratios include only those states with reliable estimates for both groups. Data Source: CAHMI/Data Resource Center analysis of the 2003 National Survey of Children’s Health. Developed by the Child Policy Research Center and the Child and Adolescent Health Measurement Initiative/Data Resource Center (www.childhealthdata.org) on behalf of the NICHQ Childhood Obesity Action Network.
TECHNICAL NOTES: The 2003 National Survey of Children’s Health (NSCH) provides parent reported information on the health and well being of children in each state and nationwide. Two important aspects of children’s health measured in the survey are physical activity and overweight, which is calculated from the child’s height and weight as reported by the parent or guardian. Using survey results and sex specific BMI for age growth charts developed by CDC, the prevalence of children with BMI scores in two separate percentile ranges (85th to 95th and at or above the 95th) can be estimated. Children with BMI between the 85th and 95th percentiles are classified as overweight; those with a BMI at or above the 95th percentile are classified as obese. Childhood and adolescent obesity measures based on parental report may not accurately reflect the true prevalence of overweight and obesity. However, previous research and comparisons of NSCH with data from the National Health and Nutrition Examination Surveys (NHANES) have shown that parental reports are reliable and provide a fairly close correspondence for children 10 17 years (Ogden et al., Advance Data From Vital and Health Statistics, 2004).
Childhood Obesity Action Network www.nichq.org/obesityactionnetwork
What is MAINE doing about obesity? The table below is derived from the 2007 edition of F as in Fat, published by Trust for America’s Health (www.healthyamericans.org). The effectiveness or value of any one state approach is not known; the summary below is intended only for comparing a state’s activities with others.
OBESITY RELATED STATE INITIATIVES Snack and/or soda tax CDC state based nutrition and physical activity program Federal STEPS grant recipient Laws that limit liability for obesity and obesity related health problems
OBESITY RELATED SCHOOL STANDARDS Physical education requirement (Note: There is variation in whether states enforce these standards) Health education requirement (Note: There is variation in whether states enforce these standards) Nutritional standards for school meals and snacks that go beyond existing USDA requirements Nutritional standards for competitive food products sold a la carte, in vending machines, school stores or at bake sales Limitation (beyond federal requirements) on when and where competitive food products may be sold BMI or health information collected (Note: There is variation in whether states enforce these standards)
2006 OBESITY RELATED POLICY OPTIONS Provision for strengthening of private insurance coverage for obesity prevention or treatment, especially for the morbidly obese (BMI of 40 or higher). Children may or may not be covered. Legislation or resolutions to create obesity related task forces, commissions, studies or other special programs
MAINE
NATIONAL
Yes Yes No Yes
17 states + D.C. 28 states 7 states 24 states
MAINE
NATIONAL
Yes Yes No Yes
50 states + D.C. 48 states + D.C. 17 states 22 states
Yes
26 states
Yes
16 states
MAINE
NATIONAL
No
8 states introduced
No
19 states introduced
NOTES: The federal Child Nutrition and WIC Reauthorization Act of 2004 (Public Law 108 265) required each local school district participating in the National School Lunch and Breakfast Program to establish a local wellness policy by the beginning of the 2006 2007 school year. To view model school wellness policies, see www.schoolwellnesspolicies.org/. The school board must require all public school students in grades 1, 3, 5, 7, and 9 to have their BMI measured. All data are to be analyzed by an epidemiologist or statistician in the Department of Health and Human Services. Parents will be given a confidential report concerning their child’s BMI, an explanation of BMI as a screening tool, and references to local community programs for physical activity and nutrition resources (LD 796; SP 263). Foods must adhere to single serving standards established by the FDA. Carbonated soft drinks of any kind or candy cannot be sold. Milk must be 1% fat or less. Juices must contain 100% fruit or vegetable juice (LD 796).
STATE OBESITY PREVALENCE RANKING AND REPORT CARD GRADE FOR CHILDHOOD OBESITY RELATED ACTIVITIES
Note: The numbers shown in the map above represent the state’s ranking on the prevalence of overweight and obesity among children ages 10 17. th Utah ranks first with the lowest overweight/obese prevalence, while Kentucky ranks 50 . The child obesity report card grade developed for each state is a composite of the state score on five types of childhood obesity related legislation: (1) Nutrition standards in schools, (2) Vending machine prohibitions in schools, (3) Body mass index measured in school, (4) Recess and physical education requirements, and (5) Obesity programs and education. For more information, see www.ubalt.edu/experts/obesity/index.html.
The Obesity Epidemic and Maine Students
What is the problem? The 2009 Maine Youth Risk Behavior Survey indicates that among high school students: Obesity • 13% were obese (students who were > 95th percentile for body mass index, by age and sex, based on reference data). Unhealthy Dietary Behaviors • — ate fruits and vegetables less than five times per day during the 7 days before the survey. (1) • 71% ate fruit or drank 100% fruit juices less than two times per day during the 7 days before the survey. • — ate vegetables less than three times per day during the 7 days before the survey. (2) • — drank a can, bottle, or glass of soda or pop at least one time per day during the 7 days before the survey. (3) Physical Inactivity • 18% did not participate in at least 60 minutes of physical activity on any day during the 7 days before the survey. (4) • 82% were physically active at least 60 minutes per day on less than 7 days during the 7 days before the survey. (4) • 58% did not attend physical education (PE) classes in an average week when they were in school. • 95% did not attend PE classes daily when they were in school. • 25% watched television 3 or more hours per day on an average school day. • 23% used computers 3 or more hours per day on an average school day. (5)
What are the solutions? Better health education • More PE and physical activity programs • Healthier school environments
What is the status? The 2008 Maine School Health Profiles indicates that among high schools: Health Education School Environment • 44% required students to take two or more health • 51% did not sell less nutritious foods and beverages anywhere education courses. outside the school food service program. • 51% taught 14 key nutrition and dietary behavior topics in a • 20% always offered fruits or nonfried vegetables in vending machines and school stores, canteens, or snack bars, and required course. during celebrations when foods and beverages are offered. • 49% taught 12 key physical activity topics in a required • 66% prohibited all forms of advertising and promotion of course. candy, fast food restaurants, or soft drinks in all locations. (7) PE and Physical Activity • 41% used the School Health Index or a similar • 19% taught a required PE course in all grades in the school. selfassessment tool to assess their policies, activities, and • 58% did not allow students to be exempted from taking a programs in physical activity. required PE course for certain reasons. (6) • 39% used the School Health Index or a similar • 75% offered opportunities for all students to participate in selfassessment tool to assess their policies, activities, and intramural activities or physical activity clubs. programs in nutrition. 1. 2. 3. 4. 5. 6.
100% fruit juice, fruit, green salad, potatoes (excluding French fries, fried potatoes, or potato chips), carrots, or other vegetables.
Green salad, potatoes (excluding French fries, fried potatoes, or potato chips), carrots, or other vegetables.
Not including diet soda or diet pop.
Doing any kind of physical activty that increased their heart rate and made them breathe hard some of the time.
Played video or computer games or used a computer for something that was not school work.
Enrollment in other courses, participation in school sports, participation in other school activities, participation in community sports activities, high physical fitness competency test score, participation in vocational training, and participation in community service activities. 7. In school buildings; on school grounds, including on the outside of the school building, on playing fields, or other areas of the campus; on school buses or other vehicles used to transport students; and in school publications. Data not available.
Where can I get more information? Visit www.cdc.gov/healthyyouth or call 800−CDC−INFO (800−232−4636).
U.S. Department of Health and Human Services Centers for Disease Control and Prevention
National Center for Chronic Disease Prevention and Health Promotion
Division of Adolescent and School Health
Implementing National Recommendations The Let’s Go! 5210 program strategies are evidence-based and have been recommended in the literature of major health organizations, such as: Kettel Khan, Laura, et al. “Recommended Community strategies and Measurements to Prevent Obesity in the United States.” MMWR: Morbidity and Mortality Weekly Report 24 Jul. 2009 Increase Availability of Healthier Food and Beverage Choices in Public Service Venues (Schools are a key venue). Improve Availability of Affordable Healthier Food and Beverage Choices in Public Service Venues. Restrict Availability of Less Healthy Foods and Beverages in Public Service Venues. Discourage Consumption of Sugar-Sweetened Beverages. Increase the Amount of Physical Activity in PE Programs in Schools. Increase Opportunities for Extracurricular Physical Activity. Reduce Screen Time in Public Service Venues. Enhance Infrastructure Supporting Bicycling & Walking. Participate in Community Coalitions or Partnerships to Address Obesity. Robert Wood Johnson Foundation (RWJF) Commission to Build a Healthier America . Beyond Health Care: New Directions to a Healthier America. 2009 Feed children only healthy foods in schools. Schools (K-12) to include time for all children to be physically active every day. Build health into public and private policies and practices. Barlow SE, and the Expert Committee. Expert Committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child and Adolescent Overweight and Obesity: Summary Report. Pediatrics. 2007; S182. Consume ≥5 servings of fruits and vegetables every day. Minimize sugar-sweetened beverages, such as soda, sports drinks, and punches. Decrease television viewing (and other forms of screen time) to ≤ 2 hours per day. Be physically active ≥1 hour each day (ME). The American Academy of Pediatrics Endorses the 5210 Message. “Obesity and with it diabetes are the only major health problems that are getting worse in this country and they're getting worse rapidly.” Dr. Thomas Frieden, director of Centers for Disease Control and Prevention (CDC)
“...we can't wait for the best possible evidence. We have to act on the best available evidence.” Dr. William Dietz, director of the Division of Nutrition Physical Activity and Obesity, CDC
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